UTILIZATION OF ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: INSIGHTS FROM TEACHERS AND STUDENTS ON INCLUSIVITY

Abstract

Artificial Intelligence (AI) is increasingly shaping the way higher education operates, from instructional design to assessment and student support. This study investigates how teachers and students in Pakistani universities perceive the use of AI in higher education, with a particular focus on inclusivity. Using a quantitative survey design, data were gathered from teachers and students across three institutions: Ghazi University DGK, Education University DGK, and the Institute of Southern Punjab Multan. Perceptions were measured using a validated questionnaire (Cronbachs alpha = 0.96-0.98) in six major areas: AI effectiveness, Chat GPT use, student competence, teacher competence, skill development and inclusivity with AI. The results showed that the two groups recognized the relevance of AI in personalizing learning, enhancing productivity and supporting different learners. However, the issues of cost, biased accessibility, academic integrity, and AI illiteracy still persist. There were also some differences in demographics, as the views of teachers varied based on their experience, qualification and designation, and those of students varied based on their gender, locality, and academic stage. The study conclusively states positive results that AI can be a useful inclusivity tool when it is meaningful, trained, properly accessed, with clear ethical guidelines.