Yasir Ahmad and Moneeza Baig from the College of Electrical and Mechanical Engineering unpack AI in academia, arguing that it is time to de-learn and re-learn
Technological breakthroughs in the 21st century have changed how people live in nearly every aspect of society. Advancements in information technology, communication, healthcare, education, transportation, and entertainment have significantly impacted our daily lives, jobs, and interactions, enhancing efficiency, accessibility, and connectivity across industries. Artificial intelligence (AI) offers a valuable contribution in this regard.
One of the most noteworthy advancements in generative artificial intelligence (Gen AI) occurred in 2022 when OpenAI, Inc. released its publicly available ChatGPT model. Gen AI, a subset of AI, is designed to create new content such as text, images, audio, video, and even code. Academics, research, and workplace dynamics across industries have all been impacted by the fast emergence of Gen AI tools. Although there are many advantages to these innovations, there are also many risks and difficulties that come with them.
From kindergarten to higher education, students and teachers are all learning to live with the new technology. Because many Gen AI techniques are only available in certain countries, accessibility difficulties have widened the gap between developed and developing countries. The cost of AI technologies is a significant concern for low-income countries where the average person has little disposable income. Academia in Pakistan, a lower-middle-income country, faces challenges in adopting the AI revolution due to limited access to high-speed internet and affordability.
Academics’ resistance to change and the lack of effective interventions to promote the adoption of innovative technologies intensify these problems. We polled teachers at Pakistani universities to find out what they knew and thought about common AI technologies so we could draw some conclusions. We gathered responses from 162 higher education faculty members from universities across Pakistan. The results show that universities in Pakistan do not have adequate training or explicit institutional norms on the usage of Gen AI tools.
AI in academia: Faculty familiarity with Gen AI Tools
ChatGPT and Meta AI were rated as the most familiar tools (DeepSeek by a Chinese AI company was not included in the questionnaire), followed by Google’s Gemini. In contrast, DALL-E and Mid-Journey (generative art tools) were the least familiar, reflecting their relatively newer introduction to the academic landscape. Based on the response rate, it is evident that top academics are reluctant to fill out the questionnaire as just four professors were able to respond.
This also shows senior academicians’ reliance on conventional modes of communication (paper-based). Most of the academicians are very familiar with ChatGPT, with the percentage of familiarity decreasing with the decrease in seniority level. This trend differs for other Gen AI tools. The variation in familiarity with Gen AI tools across current academic status is shown in Table I.
The variation in the percentage of respondents’ familiarity across different areas of specialisation is shown in Table II. Faculty from medical, engineering and basic sciences make up the majority of respondents, with ChatGPT being the most popular among them. As we move across different specialisations, the familiarity with ChatGPT gradually declines, reaching 78% in Social Sciences. However, the familiarity with Gen art tools is low across all areas of specialisation.
Policies and training for the use of Gen AI tools
The respondents bring attention to the fact that there aren’t any clear guidelines for how educators and students should use Gen AI capabilities. One major worry is that academic institutes don’t provide enough formal information on properly using these technologies. Given the pervasiveness of AI technology in our lives, it is crucial to have a proper direction to ensure its usefulness and prevent any potential exploitation. An overwhelming majority indicate the absence of any policy guidelines and formal training for using AI in higher education, as shown in Figures I, II and III.
Perceived benefits and challenges
Gen AI tools can offer quick responses, but there is concern that these tools may impede students’ ability to think critically and creatively. The responses regarding the perceived benefits of Gen AI tools (Table III) highlight these contrasting perspectives. Among the respondents, 141 agreed that Gen AI tools can respond to questions easily, representing the highest level of agreement. As a result, the capacity to provide quick and easily accessible information is a major selling point of these technologies, which is excellent news for students who need a simple explanation of complex concepts.
The agreement level declines significantly as the focus shifts toward the impact of Gen AI tools on creativity and critical thinking skills. Only 44 respondents agreed that these tools promote creativity and critical thinking, while 70 respondents disagreed, marking the highest level of disagreement among all assessed statements. This suggests that while Gen AI tools are widely seen as effective for answering queries and streamlining learning, there is substantial doubt regarding their ability to foster deeper intellectual engagement. Most
faculty members appear concerned that reliance on AI-generated responses may discourage independent problem-solving and limit students’ ability to develop original ideas.
Analysing the possible challenges of Gen AI tools brings to light significant concerns among academics in higher education. The responses to these perceived challenges (Table IV) reveal an intense apprehension regarding the negative impact of Gen AI on student motivation, academic integrity, and learning outcomes. Most faculty 128 respondents, perceive that excessive reliance on AI-powered tools reduces students’ willingness to make an effort in their studies.
There is a significant concern that the students may develop an unhealthy dependence on instant answers, hindering their ability to engage in critical thinking, problem-solving, and deep learning. The level of agreement declined to 60 respondents for advocating strict disciplinary actions against students using Gen AI tools for assessments, indicating a more divided perspective on how such cases should be handled.
These results underscore the dual nature of Gen AI tools in education, as these provide students with valuable support, educators remain cautious about their long-term impact on cognitive development, similar to global findings. The field of AI is growing at a rapid pace, with new tools and capabilities appearing almost daily. The faculty members should keep themselves updated on these advances to advise and supervise students effectively.
Recommendations for AI concerns
Addressing these concerns requires strategic interventions at higher education institutes, especially in developing countries, where access to modern tools is limited compared to developed countries. To witness the beneficial adoption of AI in academic settings, decision-makers must ensure the following steps are undertaken in their institutes:
- Integrating specially designed courses and workshops on AI literacy, teaching faculty and students the capabilities and uses of Gen AI tools, their limitations, and ethical concerns.
- Developing clear policies outlining the dos and don’ts in the world of AI.
- Formulating authentic assessments for the students to ensure learning and engagement of students off and on campus.
- Designing curricula and projects to enhance creativity, problem-solving abilities, and critical thinking through co-working with AI agents.
AI tools: Conclusion
The perception of the faculty measured through the poll provides critical insights into the familiarity and apprehensions about using AI tools. As the overall academic world is overwhelmed by the capabilities of AI, the absorption of this technology requires comprehensive intervention by the regulators of higher education in every country.
Responsible use of AI tools and improved critical thinking abilities can be achieved through a balanced approach to developing AI policies.
Academia (faculty and students) can benefit from AI’s potential by incorporating AI literacy into the curriculum and establishing explicit usage policies. Developers of AI tools assert that their tools will catalyse creativity, deep knowledge, and innovation; however, the claim will only be proven when Gen Alpha joins the workforce in the coming years. Until then, let’s go headfirst into the AI revolution and learn to live with it.
