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Transforming Higher Education in Pakistan: Creating Immersive Learning Environment by Integrating Generative AI with Higher Education

Amara Awan

Transforming Higher Education in Pakistan Creating Immersive Learning Environment by Integrating Generative AI with Higher Education

The educational landscape is on the verge of a revolution as Artificial Intelligence (AI), and more specifically the generative AI (Gen AI), is poised to reshape the traditional teaching, learning and assessment methods. A research proposal by a team of Amara Awan, Aqeel Feroz, Sami Bajwa and Mahwish Zafar aims to explore the integration of Gen AI into higher education, heralding a new era of academic excellence.

Gen AI, a branch of AI and powerful subset of deep learning, can autonomously generate realistic content like text, images, and even educational materials. It is transforming the creation of educational content, offering personalized learning experiences, and streamlining administrative tasks. With the potential to act as virtual tutors and evaluators, Gen AI is set to redefine the roles of educators and students alike. Leading institutions like Stanford and MIT are already harnessing Gen AI to enhance student engagement, setting a precedent for its integration into educational frameworks globally.

Despite its potential, the integration of Gen AI in education is fraught with hurdles, including a lack of awareness, resistance to change, and a dearth of AI expertise. These are significant challenges, yet the promise of Gen AI in revolutionizing teaching and learning is a compelling reason to overcome these challenges. Lack of evidence-based policy and ethical guidelines further complicates the integration of Gen AI into education systems.

In view of the foregoing, the proposed study seeks to raise awareness and promote the use of GenAI in higher education of Pakistan. It also aims to pave the way for its advancement through the development of a Gen AI-based assessment tool for grading and evaluation of descriptive questions. Moreover, it aims to provide policy recommendations and ethical guidelines, addressing the current void in the regulatory framework surrounding Gen AI in education.

The research will employ an experimental design to assess Gen AI’s effectiveness in business education. The study will compare traditional teaching methods with Gen AI-enhanced learning, providing a clear picture of the technology’s potential. Moreover, study involves the development of a customized Gen AI solution to automatically grade and evaluate descriptive questions, utilizing OpenAI API and training an AI LLM model which will work on the classification principle to assign marks to the student’s answers.

The outcomes of this study are far-reaching. These include increased awareness, development of a novel Gen AI-based evaluation tool to automatically grade descriptive questions, and evidence-based policy recommendations. The study will pave the way for ethical Gen AI implementation, ensuring that Pakistan’s educational system positions at the forefront of innovation. The study’s findings will inform national AI policy, and the developed Gen AI-based assessment tool has the potential for commercialization. This tool can revolutionize primary education, addressing teacher shortages and optimizing educational resources.

The integration of Gen AI in higher education is not just a possibility; it’s an imperative. As Pakistan stands on the brink of this educational revolution, it’s time to embrace Gen AI and unlock the full potential of our nation’s learners and educators. The journey has begun, and the destination is a smarter, more empowered Pakistan.


Amara Awan

Amara Awan

Amara Awan is a Ph.D. Scholar at Superior University. She is also associated with the faculty of Department of Management Science at Virtual University of Pakistan. Her areas of interest include green finance and sustainable development goals.


Please note that all opinions, views, statements, and facts conveyed in the article are solely those of the author and do not necessarily represent the official policy or position of Chaudhry Abdul Rehman Business School (CARBS). CARBS assumes no liability or responsibility for any errors or omissions in the content. When interpreting and applying the information provided in the article, readers are advised to use their own discretion and judgement.

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