Teachers' perceptions of generative ai integration: A qualitative case study at a university in Baluchistan

Abstract

This qualitative case study examines university educators’ perceptions of integrating generative artificial intelligence (AI) into higher education in Baluchistan, with a particular focus on changes in their teaching strategies. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study investigates how the interplay among technology, pedagogy, and content shapes faculty attitudes toward AI integration. Data were collected from 25 participants using semi-structured interviews and focus group discussions, enabling an in-depth exploration of their experiences. Findings reveal that educators generally hold positive views on generative AI—highlighting its role in streamlining lesson planning, enhancing resource accessibility, and fostering personalized instruction and student engagement. However, significant concerns emerged regarding ethical issues, academic integrity, and the challenges posed by limited technological resources and inadequate professional development. The study emphasizes the need for higher education institutions to invest in comprehensive training programs and to establish clear policies and ethical guidelines to support effective AI integration. These insights not only contribute to the broader literature on technology-enhanced learning but also offer practical directions for future research and policy development in resource-constrained educational environments.