Opportunities and Challenges of Generative AI in Pakistani Higher Education: A Qualitative Study on Student Perspectives in Learning, Integrity, and Innovation

Abstract

Background: The rapid advancement of Generative Artificial Intelligence (GenAI) has significantly transformed various domains, including higher education. As academic institutions increasingly incorporate GenAI tools into pedagogical practices, it is essential to investigate their impact on student learning experiences. Despite the growing global discourse on AI in education, research remains limited in certain socio-cultural contexts, such as Pakistan. Understanding how students perceive and engage with GenAI is crucial for evaluating its potential benefits and challenges. This study explores the role of GenAI in shaping learning processes, academic performance, and skill acquisition among higher education students in Pakistan. Additionally, it addresses critical concerns regarding academic integrity, critical thinking, and the digital divide within a collectivist society where attitudes toward emerging technologies continue to evolve.

Methods: Employing a qualitative phenomenological approach, the study utilized a purposive sampling technique to recruit participants meeting predefined inclusion criteria. Data collection involved ten semi-structured interviews and a focus group discussion with six students from public and private universities in Lahore, Pakistan, conducted between October and November 2024. Thematic analysis was used to extract superordinate and subordinate themes.

Results: Thematic analysis revealed key superordinate themes, including (1) benefits and opportunities of GenAI, (2) challenges and concerns, and (3) strategies for balancing technology and creativity. Students reported that GenAI enhances research efficiency, provides personalized learning support, and aids in academic tasks such as summarization, tutoring, and brainstorming. However, significant concerns were identified, including GenAI-induced "hallucinations" (misinformation), biases in AI-generated content, and its potential to hinder critical thinking and creative problem-solving. Additionally, ethical concerns regarding plagiarism, academic dishonesty, and over-reliance on AI-generated content were highlighted. Participants emphasized the need for structured AI literacy programs and institutional guidelines to ensure the responsible use of GenAI in academia.

Conclusion: The findings indicate that while GenAI offers substantial advantages in research and learning efficiency, its integration into academic settings must be approached with caution. Addressing ethical concerns, mitigating cognitive dependency, and fostering critical engagement with AI-generated outputs are essential for maximizing its educational potential. The study underscores the importance of structured AI training and policy frameworks to harness the benefits of GenAI while preserving academic integrity and creativity.