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

A cross-sectional study from Riphah International University in Pakistan examined educators' perceptions of artificial intelligence integration across undergraduate through doctoral programs. Evaluating 270 in-service teachers via a 14-item Likert instrument under a Dual-Lens framework, the research recorded a moderately favorable overall perception (M = 3.40, SD = 0.55). The study contributes empirical data from a resource-constrained Global South environment, while reflecting notable sample gender disparity (86.7% male, 13.3% female).

Why it matters

This study provides baseline empirical evidence on educator sentiment toward artificial intelligence in resource-constrained higher education systems. Understanding faculty readiness and perceived structural risks is essential for formulating realistic digital transformation roadmaps in developing regions. It highlights the necessity of balancing technological optimism with contextual infrastructure and operational constraints.

Key insights

• A cross-sectional survey of 270 in-service higher education faculty evaluated AI integration perceptions across undergraduate to doctoral levels.
• Overall teacher sentiment toward AI integration is moderately favorable, demonstrated by a composite mean score of 3.40 (SD = 0.55).
• The study utilized a Dual-Lens conceptual framework evaluating pedagogical advantages and structural risks as simultaneous, coexisting factors.
• The sample exhibited a significant gender imbalance, comprising 86.7 percent male and 13.3 percent female respondents.
• Empirical evidence regarding AI adoption perceptions remains limited in developing economies and the Global South.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1968743