Teachers’ perceptions of artificial intelligence integration in education: a multi-campus cross-sectional study from Riphah International University, Pakistan

Abstract

The integration of artificial intelligence (AI) into education is accelerating worldwide, yet evidence on teachers’ perceptions remains scarce in the Global South, particularly in resource-constrained Pakistan. This cross-sectional study examined teachers’ perceptions of AI integration at Riphah International University, Pakistan. A 14-item Likert-scale questionnaire was administered to 270 in-service teachers (86.7% male, 13.3% female) across BS Undergraduate through PhD levels. Guided by a proposed Dual-Lens conceptual framework treating perceived benefits and risks as coexisting dimensions, the instrument assessed pedagogical advantages and structural concerns of AI. Descriptive analysis revealed a moderately favorable overall perception (composite M = 3.40, SD = 0.55). Teachers rated interactivity enhancement (M = 3.81), student enjoyment (M = 3.73), and assessment support (M = 3.72) most favorably, while AI replacing human teachers received the lowest endorsement (M = 2.96). An independent-samples t-test showed no significant gender difference (t(268) = −0.245, p  = .807, d = −0.044). One-way ANOVA revealed significant effects for age (F(4, 265) = 3.200, p  = .014, η 2  = .046) and level of instruction (F(3, 266) = 3.471, p  = .017, η 2  = .038), with teachers under 29 and BS Undergraduate instructors holding less favorable perceptions. Qualification and experience showed no significant association. A moderate positive correlation emerged between perceived benefits and risks (r = .537, p  < .001), indicating co-existence rather than opposition. These findings provide baseline evidence from a Global South private university with multiple campuses, highlighting the need for targeted teacher training and policies to mitigate the risks of AI integration in similar institutional environments in developing countries amid their development gaps.