Effectiveness of AI policies of higher education institutions to guide faculty and students for productive and ethical use of AI tools: An exploratory study

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sajid Ali

Department

Institute for Educational Development, Karachi

Abstract

This study explores the perceptions of faculty and students at higher education institutions based in Karachi, Pakistan, regarding the effectiveness of institutional AI policies guiding them for productive and ethical use of AI tools for their teaching and learning practices. The rapid advancement in AI tools has significantly transformed various sectors, including higher education. As a result, academic institutions increasingly integrate these tools and technologies to enhance teaching, learning, and research practices. Although this integration presents transformative opportunities for teaching, learning, and research, its adoption also raises significant concerns regarding ethical use, productivity, and the need for robust policy frameworks to ensure responsible usage. In Pakistan, the landscape of higher education is rapidly evolving, with universities striving to keep pace with global advancements in AI technologies. They face high pressure to regulate their use through clear and enforceable policies. However, the absence or ambiguous nature of policies in numerous Pakistani higher education institutions has raised concerns about productive and ethical use, data privacy, plagiarism, and the digital divide. Employing a qualitative exploratory approach, the study utilized purposive sampling to select faculty and students at selected universities. Data collection involved four interviews with faculty along with four focus group interviews with undergraduate students selected from four diverse departments. Further, the policy draft guidelines of the selected institution were analyzed to know how this guides the stakeholders for productive and ethical use. Thematic analysis was conducted to identify patterns in participants’ perceptions and experiences. Findings signify that while faculty and students appreciate the potential of AI to increase productivity, they express significant concerns about limited policy awareness, insufficient training, vague ethical boundaries, and uneven enforcement. Moreover, the analysis of the institutional AI guideline document further highlights gaps in comprehensiveness, ethical measures, and mechanisms for practical implementation. The study identifies the demand for contextual, accessible, and actionable AI policies that encourage responsible use while promoting innovation in teaching and learning. Further, the findings add to the growing discourse on governance of AI in education and offer potential recommendations for Pakistani universities in designing robust AI policy frameworks that align with global standards and local needs.

First Page

1

Last Page

131

This document is available in the relevant AKU library.

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