EXPLORING TEACHERS’ EXPERIENCES IN USING AI-INTEGRATED INSTRUCTIONAL DESIGN FOR EQUITY, INCLUSION, AND GENDER SENSITIVITY IN PUBLIC SECONDARY SCHOOLS, DISTRICT WEST KARACHI

Abstract

This paper examines the experiences of teachers with the implementation of AI-based instructional design to encourage equity, inclusion, and gender sensitivity in government secondary schools in District West, Karachi. According to Human-Centered AI Pedagogy (HCAIP) and Student-AI Collaboration (SAC) models, the study follows a qualitative approach with purposive sampling. Semi-structured interviews were used to collect data and thematic analysis was implemented to determine common patterns. The results indicate that AI tools can be used to facilitate differentiated instruction, increase accessibility of students with disabilities, and offer them the chance of personalized learning. Nevertheless, there are still issues like a lack of infrastructure, the absence of digital literacy, and the bias of algorithms. Disparities in accessibility and use of them were identified by gender, but the interventions aimed at minimizing the disparity proved to be promising. This paper concludes that AI can be used as an equity enabler in contextual and ethically implemented, focusing on teacher agency and culturally responsive practices. Suggestions are capacity-building initiatives, the creation of AI content locally, and support of inclusive integration of AI at policy level.