Jul 2026· Journal of Global Social Transformation· 0 citations· 50 references
TL;DR
This study addresses a gap in the literature by empirically substantiating AI-skill-based curricular and career interventions from a career confidence perspective in response to digital disruption, thus offering university constituents and educational policymakers a means to enhance students’ career confidence.
Abstract
Artificial intelligence (AI) is transforming higher education and the global labor market, making AI literacy an essential competency for university students. This paper investigates the connection between the artificial intelligence (AI) literacy, career anxiety, and employability confidence of university students in Punjab and Sindh, Pakistan. Using a quantitative cross-sectional research design, data were collected with an online structured, published, and validated questionnaire. The sample included postgraduate and undergraduate students from various public and private universities, such as University of the Punjab, Bahauddin Zakariya University, Government College University Faisalabad, University of Karachi, NED University of Engineering and Technology, Mehran University of Engineering and Technology, and Sukkur IBA University. A convenience sampling technique was used to collect data from 397 respondents. The data were transferred to Microsoft Excel, where they were prepared for analysis in IBM SPSS Statistics. A variety of statistical analyses were conducted, including descriptive statistics, reliability analysis, Pearson correlation, and multiple linear regression as well as independent samples t-test and one-way ANOVA. The results demonstrated a positive correlation between AI literacy, employability confidence, and career anxiety. This study addresses a gap in the literature by empirically substantiating AI-skill-based curricular and career interventions from a career confidence perspective in response to digital disruption, thus offering university constituents and educational policymakers a means to enhance students’ career confidence.
Artificial Intelligence (AI) is fundamentally transforming the global labor market by reshaping occupational structures, redefining workforce competencies, and accelerating workplace automation. Although these technological advancements have created new opportunities for innovation and productivity, they have also intensified concerns among university students regarding employability, job security, and future career prospects. Within this context, the present study investigated the relationship between fear of Artificial Intelligence and career anxiety among university students in Pakistan. A quantitative cross-sectional research design was employed, and data were collected from 369 undergraduate and postgraduate students enrolled in public and private universities across the cities of Lahore, Multan, Faisalabad, Bahawalpur, Sargodha, Karachi, Jamshoro, Khairpur, and Sukkur, Pakistan, using a structured online questionnaire. Participants were recruited through convenience sampling, and standardized instruments measuring fear of Artificial Intelligence and career anxiety were administered electronically. Following data screening and preparation, descriptive and inferential statistical analyses were conducted to examine the proposed relationships. The findings revealed a statistically significant positive association between fear of Artificial Intelligence and career anxiety, indicating that students with higher levels of AI-related fear were more likely to experience elevated concerns regarding their future careers. Furthermore, fear of Artificial Intelligence emerged as a statistically significant predictor of career anxiety, demonstrating its substantial influence on students' perceptions of employment uncertainty. These findings extend the existing literature at the intersection of Artificial Intelligence, educational psychology, and career development by providing empirical evidence of the psychological consequences of rapid technological change among university students. The study highlights the importance of promoting AI literacy, career adaptability, lifelong learning competencies, and psychological support initiatives to enhance students' preparedness for an AI-driven labor market. The findings offer practical implications for higher education institutions, educators, career counselors, and policymakers in developing evidence-based strategies that strengthen students' career resilience and facilitate successful transitions into an increasingly technology-oriented workforce.
Tayiba Rasheed, Rizwan Shabbir, Muhammad Rehan et al.· Aposta: Revista de Ciencias...· 0 citations
Artificial intelligence (AI) has become an important educational technology that enhances personalized learning and supports students' academic development. This study investigated artificial intelligence as a learning partner and its impact on motivation, creativity, and academic performance of university students in Punjab and Sindh, Pakistan. The study utilized a cross-sectional quantitative research design. A structured questionnaire built on validated scales was employed. Data were collected from 368 students of both undergraduate and postgraduate studies using Google Forms and were enrolled in public and private universities located in University of the Punjab, Bahauddin Zakariya University, Government College University Faisalabad, The Islamia University of Bahawalpur, University of Karachi, University of Sindh, and Mehran University of Engineering and Technology. The data were screened and cleaned using Microsoft Excel and analyzed using descriptive statistics, IBM SPSS, Pearson correlation, multiple linear regression, independent samples t-test, and one-way ANOVA. The study showed that using artificial intelligence as a learning partner increased students' motivation, creativity, and academic performance. The study was highly effective to further develop the learning process and educational attainment. The study was also helpful to educators, policymakers, and leaders of higher education institutions to adopt artificial intelligence in teaching and learning. The study used artificial intelligence in education and learning and was a highly positive addition to the growing studies in this field.
Wajeeha Shafiq, Waqas Ahmed, Mehwisb Fatima et al.· Journal of Global Social Tra...· 0 citations
The rapid advancement of artificial intelligence (AI) has transformed higher education by reshaping students’ learning experiences and influencing their perceptions of future career opportunities. While AI offers significant educational and professional benefits, it has also generated concerns regarding its potential impact on employability, skill development, and career readiness. This study examined the relationships among artificial intelligence anxiety, learning engagement, and career expectations among university students in Pakistan. A quantitative cross-sectional research design was employed, and data were collected through an online questionnaire from university students using a convenience sampling approach. Validated and widely adopted research instruments were utilized to measure AI anxiety, learning engagement, and career expectations. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS), applying descriptive statistics, Pearson correlation, multiple linear regression, independent samples t-tests, and one-way analysis of variance to examine relationships and differences among the study variables. The findings revealed that artificial intelligence anxiety was negatively associated with both learning engagement and career expectations, whereas learning engagement demonstrated a positive relationship with students' career expectations. These findings suggest that excessive anxiety surrounding AI may hinder students’ academic involvement and reduce confidence in future career prospects, while greater engagement in learning contributes to more positive career expectations. The study contributes to the growing body of knowledge on the psychological and educational implications of AI in higher education and highlights the importance of fostering AI literacy, digital competence, and adaptive learning environments. The findings provide valuable implications for educators, university administrators, career development professionals, and policymakers in designing evidence-based educational strategies that enhance students’ preparedness for an AI-driven workforce while minimizing technology-related anxiety.
S. Ahmed, Kashia Riaz, F. Butt et al.· Aposta: Revista de Ciencias...· 0 citations
Artificial Intelligence (AI) has emerged as a transformative technological development in the field of education. AI-based tools such as ChatGPT, Google Gemini, Microsoft Copilot etc. are increasingly being used by students for learning, information seeking, understanding difficult concepts, generating ideas, writing assistance and other academic activities. Although AI can provide several educational benefits, its increasing use has also raised concerns related to academic integrity, overdependence on technology, misinformation, privacy, creativity, and the development of independent thinking. In this context, the present study was conducted to examine the attitude of undergraduate students towards the use of Artificial Intelligence in education and to compare their attitudes in terms of gender and academic discipline. The study employed a descriptive survey method. The sample consisted of 200 undergraduate students selected from 10 provincialized degree colleges of Kamrup District of Assam through a stratified random sampling technique. Data were collected using a self-constructed and standardized five-point Likert-type questionnaire. The findings revealed that undergraduate students had a positive attitude towards the use of Artificial Intelligence in education. Likewise, no statistically significant difference was found between male and female students in their attitude towards AI. However, a statistically significant difference was found between Arts and Science students with Science students demonstrating a more positive attitude than Arts students. The study highlights the need for promoting AI literacy and providing appropriate guidance to undergraduate students for the effective, ethical and responsible use of Artificial Intelligence in education.
Abinash Neog· International Journal For Mu...· 0 citations
The rapid advancement of Generative Artificial Intelligence (GenAI) has transformed higher education by enhancing teaching practices, cognitive engagement, and students' learning experiences. This paper examines the relationship of Generative Artificial Intelligence with cognitive engagement and learning experiences among students enrolled in selected public and private universities in Punjab and Sindh, Pakistan. The study employs a quantitative cross-sectional research design. Data were collected using a structured questionnaire on a sample of 433 students belonging to both public and private sector universities in Punjab and Sindh. The sampled universities are the University of the Punjab, Bahauddin Zakariya University, Islamia University of Bahawalpur, Government College University Faisalabad, University of Education Lahore, University of Sindh Jamshoro, Mehran University of Engineering and Technology, and the University of Karachi. The study utilized a non-probability convenience sampling. Data were collected online using Google Forms. The rest of the sample were screened in Microsoft Excel and analyzed in SPSS. Descriptive statistics along with, Pearson correlation, multiple linear regression, Independent Samples t-test, and One-Way ANOVA were used to meet the objectives of the study. The results demonstrated significant positive associations between Generative Artificial Intelligence, cognitive engagement, and learning experiences among the surveyed students, while statistically significant differences were also observed across selected demographic groups. The observed associations may help teachers and university managers consider the responsible use of Generative AI in teaching and learning. Because participants were recruited through non-probability convenience sampling, the findings represent the experiences and perceptions of the surveyed students only and should not be generalized to all university students in Pakistan.
Ahsan Javed, M. Kiran, Filza Saeed et al.· Journal of Global Social Tra...· 0 citations
Artificial intelligence (AI) is rapidly transforming higher education by reshaping how students access information, engage with academic content, and manage learning activities, while its broader implications for students’ psychological well-being remain an important area of inquiry. This study examined the influence of artificial intelligence on student learning and psychological well-being, with particular emphasis on understanding the educational and human dimensions of AI-supported learning. A quantitative, cross-sectional study was carried out with a sample comprised of 423 students from higher education institutions in Punjab and Sindh. Data on the study variables were collected using a structured research instrument, designed on the basis of the study’s objectives and adopted from the literature, and distributed via Google Forms. The completed research instruments were downloaded to Microsoft Excel, and the data were analyzed using IBM SPSS Statistics. To study the differences between the groups and the study variables, the following statistical methods were applied: descriptive statistics, the independent-samples t-test, analysis of variance (ANOVA) and Tukey HSD post-hoc tests, multiple linear regression, and Cronbach’s alpha and Pearson correlation. The study findings indicated that artificial intelligence (AI) positively and significantly correlated with student learning and psychological well-being. Regression analysis indicated that AI positively and significantly predicted both student learning and psychological well-being. The study also revealed that the higher the reported level of AI use, the better students’ learning and psychological well-being. Moreover, significant differences were also found among the low-, moderate-, and high-AI use groups. The study is a pioneer in addressing the possible positive impacts of ethical AI on learning, well-being, and responsible digital practices, providing a foundation for human-centered AI in higher education.
Muhammad Qasim Khokhar, Jani Khan Soomro, Haseeb Jahangir Awan· Journal of Global Social Tra...· 0 citations