Exploring the Teachers’ Perspective Regarding the Use of AI for the Improvement of the Educational System in Public Secondary Schools of Clifton, Karachi

Abstract

This study investigates teacher's attitudes towards the utilization of AI in public secondary schools in Clifton, Karachi, and its impact on the educational systems. Overview This study seeks to discover the ways in which AI might enhance teaching and learning, but also the obstacles teachers face in using it. Data was gathered through semi-structured interviews from 15 teachers in different public high schools, using a phenomenological method. The researchers believe that although teachers understand AI’s capabilities in terms of personalizing education, automating certain administrative functions, and challenging students in an innovative way, they also see some hurdles to overcome, such as digital literacy, lack of resources, and teacher training. Teachers also worry about data privacy and the possibility the AI will displace traditional forms of pedagogy. Nonetheless, many believed AI would be a helpful aid to the education system if incorporated mindfully and provided with sufficient support and training. This research underscores the importance of focused policy making, teacher preparation, and infrastructure development for the integration of AI in schools.