From Books to Bots: An Anthropological Study of the Role of Artificial Intelligence (AI) In Higher Education System, Pakistan

Abstract

The landscape of education is changing drastically, shifting from conventional book-based learning methods and towards the inclusion of artificially intelligent bots. Chatbots or bots, also known as conversational agents or virtual assistants, are computer programmes that replicate human conversations using text or voice interactions. They use artificial intelligence (AI) algorithms to interpret user inputs and respond appropriately, resulting in a dynamic and interactive experience across a variety of applications. The after math of this change goes beyond just adopting new technologies; it also brings about challenges, risks and implications of incorporating artificially intelligent tools into the core of education and its cultural components. An anthropological study of this phenomena is best suited for the growing incorporation of AI since it focuses on the interaction of culture, technology, and human behavior. Giving a holistic perspective on the cultural, social, and societal integration of AI in the higher education system, it offers a useful framework for comprehending these developments. Recognising the importance of education in determining the value and use of AI, this study reveals the impact of AI diversity in Pakistani higher education. With a focus on a developing country facing resource constraints and a significant disparity in aligning with Western educational benchmarks, this study investigated the incorporation of artificial intelligence (AI) and its impact on student learning outcomes, academic behavioural patterns, and academic achievements within the framework of Pakistan's higher education system. The study investigated the barriers to the smooth integration of AI in educational institutions. Using an anthropological perspective, the research looked at numerous aspects that influenced the adoption of AI technology, such as how schools were structured, the norms they followed, and what people felt. By identifying these problems, the research hoped to give practical insights on overcoming impediments and increasing the integration of AI in education. The findings raised crucial problems that might influence attempts to improve the effectiveness of artificial intelligence in education. The study looked into teachers' opinions of AI, their degree of preparedness to incorporate AI technology into teaching approaches, and the training needs required to improve faculty competency in the quickly changing environment of AI in education. The findings demonstrated a wide range of opinions among faculty members regarding AI, from enthusiasm and readiness to skepticism and worry. Educators that embraced AI emphasised its ability to improve teaching techniques and student engagement. However, a sizable proportion voiced worry about the anticipated complexity and potential job displacement related with AI implementation. The findings also revealed varying levels of faculty willingness to use AI into their teaching techniques. The study thoroughly investigated the infrastructural landscape of higher education system of Pakistan. By concentrating on infrastructural factors, the study produced insights that might help policymakers and institutions optimise AI-powered support systems for educational programmes. The findings of this study demonstrated that AI-driven infrastructure support had an important influence in altering the educational environment within higher education institutions. The results are shown by a figure that depicts the flow of policies and their diminishing intensity inside each selected institute. Ethical issues were recognised as critical aspects, emphasising the importance of ethical and fair AI application in educational systems. Despite this, the majority of respondents expressed little to no concern about their private data being shared. In conclusion, this study offers a holistic dynamics of AI integration in Pakistan's higher education system. The study adds to the ongoing discussion about the role of AI in defining the future of education in poor countries by providing useful insights into its social effect and recommending strategic interventions for advancement.