USE OF META AI IN HIGHER EDUCATION: GENDER BASED PERSPECTIVES

Abstract

This study aimed to examine gender variations in use of Meta AI in higher education. Meta AI has become one of the important technological tools to assist students in learning, research, and academic activities. A sample was 400 undergraduate and post graduate students was selected through multi stage sampling technique from four universities in Lahore including two public and two private universities to have variety of responses. The structured questionnaire was in a form of a six-point Likert type scale and closed-ended questions was used. The results showed that both male and female students get academic advantages of Meta AI, such as better learning and academic achievements and performance, creativity, and time management. Nonetheless, gender variances existed in dependency level, levels of trust as well as usage patterns of the Meta AI. Female students appeared to be relatively more worried about such issues of ethical concern as plagiarism, academic dishonesty, and AI misuse whereas male students expressed concern about AI misuse and usage by academic context slightly higher. Another issue that is noted in the findings of the study is that male and female students perceive differently is the issue of accuracy of information, over-reliance, and absence of institutional policies. The results of the study highlighted the need to take into consideration gender perspectives in the application of AI technologies in education. So, it is inferred that even though the Meta AI has a lot of academic benefits, the issue of gender disparity needs to be tackled by creating awareness, training, and policies to guarantee proper and appropriate use of AI tools in higher learning institutions.