AI INTEGRATION INTO TEACHING: CURRENT SYSTEM PREPAREDNESS AND FUTURE PERSPECTIVES

Abstract

This study examines the preparedness of the education system to adopt AI tools currently and predicts prospects from the perspective of educators. A qualitative cross-sectional design was used with educators in Pakistan using a structured questionnaire. Thematic analysis identified that educators acknowledge the potential of AI in personalized learning, administrative efficiency, and teaching practice improvement but raise concerns about job displacement of educators, decreased creativity due to automation, and excessive dependence on technology. The challenges of insufficient infrastructure, a lack of teacher preparation, and the lack of supportive policies were identified as hindrances to the seamless implementation of AI in education. Despite these challenges, awareness and interest in the incorporation of AI are found to grow increasingly among educators. For effective integration of AI into teaching, the study recommends that policymakers need to establish robust infrastructure and policies for the appropriate usage of AI. Moreover, professional development programs should strengthen the digital literacy of teachers and ensure that continuous evaluation reinforces that AI enhances education integrity.