调研125名巴基斯坦教师，发现超六成愿用AI但使用不均。
AI in Pakistani Schools: Adoption, Usage, and Perceived Impact among Educators
- 通过问卷调查125名教师，分析AI使用习惯与态度。
- 超六成教师愿用AI，三分之一高频使用于备课与内容生成。
- 适合教育政策制定者与教学技术推广者参考。
人工智能（AI）正日益渗透全球课堂，但在发展中国家学校中的应用仍缺乏研究。本文基于对125名巴基斯坦K-12教师的调查，探讨了AI在该校的采纳情况、使用模式及感知影响。问卷涵盖教师对AI的熟悉度、使用频率与方式，以及对AI优劣的看法。结果显示，教师普遍持积极态度：超过三分之二的教师表示在获得适当支持后愿意采纳AI工具，许多已开始将AI用于教案设计与内容创作。然而，使用程度不均——约三分之一受访者频繁使用AI工具，其余为偶尔使用者。内容生成是主要应用场景，而基于AI的评分与反馈则极少使用。教师报告称AI带来中等程度的学生参与度与效率提升，但担忧资源获取不均。研究揭示了巴基斯坦教育界对AI潜力的热情，也凸显了培训与基础设施建设对实现包容性有效应用的重要性。
原文摘要 · Abstract (English)
Artificial Intelligence (AI) is increasingly permeating classrooms worldwide, yet its adoption in schools of developing countries remains under-explored. This paper investigates AI adoption, usage patterns, and perceived impact in Pakistani K-12 schools based on a survey of 125 educators. The questionnaire covered educator's familiarity with AI, frequency and modes of use, and attitudes toward AI's benefits and challenges. Results reveal a generally positive disposition towards AI: over two-thirds of teachers expressed willingness to adopt AI tools given proper support and many have begun integrating AI for lesson planning and content creation. However, AI usage is uneven - while about one-third of respondents actively use AI tools frequently, others remain occasional users. Content generation emerged as the most common AI application, whereas AI-driven grading and feedback are rarely used. Teachers reported moderate improvements in student engagement and efficiency due to AI, but also voiced concerns about equitable access. These findings highlight both the enthusiasm for AI's potential in Pakistan's schools and the need for training and infrastructure to ensure inclusive and effective implementation.
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