Impact of Generative AI Tools on Students' Learning and Academic Integrity in Public Sector Graduate Colleges: A Mixed-Methods Study from Punjab, Pakistan

Abstract

The advent and quick assimilation of generative artificial intelligence (AI) instruments, specifically Chat GPT, have radically modified the academic standing in the Pakistani context as well as globally in higher education. This study is a mixed research to examine the impact of using AI tools on the learning behaviours, assignment submission practices of students and the teachers' perception and concerns with academic integrity in public sector graduate colleges in Punjab, Pakistan. In Lahore, 320 (200 undergraduate and 120 graduate) students and 80 faculty members from 6 public sector colleges of education (Lahore) were targeted and data was obtained from them using the validated survey instruments and structured interviews. The quantitative data indicated that often respondents used AI for doing their homework (78%), making notes (81%) and writing essays (69%). Teachers reported that there were productivity benefits (61%) but there was a high level of concern about the risk of plagiarism (82%) and a lack of originality (74%) and critical thinking skills (69%). As a result of the chi-square, correlation and t-tests, the perceived critical thinking deficits were identified as being significantly related to the intensity of the use of AI (p < 0.05). Qualitative results pointed out the institutional, cultural and pedagogical challenges faced in the implementation of assessment reform in the examination driven higher education system in Pakistan. AI can be moderately used in an institutional policy to enhance the efficiency of the learning process, without loss of academic integrity and HOTS in students. Recommendations include a need for the adaptation of HEC guidelines, institutional development policies and policies, redesign of assessment, faculty professional development, and AI literacy programs; all with an eye towards the public sector of higher education in Pakistan, which is resource-constrained. The research findings are empirical in nature to have implications for the policy makers, teachers and institutional leaders in the present and similar South Asian context. In the context of Punjab, Pakistan, we see the use of Generative Artificial Intelligence, Chat GPT, Academic Integrity, Critical thinking, Higher education, Student learning, Assessment practices and Policy recommendations.