Multi-campus survey at Riphah International University in Pakistan finds moderately favorable teacher perceptions of AI integration

A multi-campus cross-sectional study at Riphah International University in Pakistan surveyed 270 in-service teachers on AI integration in education using a 14-item Likert-scale questionnaire covering undergraduate through PhD instruction levels. Overall perception was moderately favorable (composite M = 3.40, SD = 0.55), with interactivity enhancement (3.81), student enjoyment (3.73) and assessment support (3.72) rated highest, while AI replacing human teachers received the lowest endorsement (2.96). Gender showed no significant difference, while age and level of instruction showed significant effects, with teachers under 29 and undergraduate instructors holding less favorable perceptions.

By breaking teacher attitudes down by age and instruction level, the survey shows that adoption conditions for AI teaching tools are not uniform in settings with weak infrastructure and training: younger teachers and undergraduate instructors hold less favorable views, which may affect how deeply AI is used in their classrooms. For teacher training and AI education product design, the simultaneous rise in perceived benefits and risks means emphasizing functional gains alone may not address concerns about job displacement and data ethics. The study is a single-institution cross-sectional questionnaire with a male-dominated sample, so the findings cannot be generalized to all of Pakistan or other regions. Teacher training programs need differentiated support for teachers under 29 and undergraduate instructors rather than uniform promotion of AI tool use. AI education products targeting resource-constrained markets need to address teacher concerns about job displacement and data ethics alongside functional benefits.