Bridging the AI–STEM Divide in School Education: An Analysis of Equity, Gender, and Access Among Secondary School Teachers in Multan, Pakistan.

Abstract

The widespread adoption of Artificial Intelligence (AI) in education has exacerbated existing inequities in the fields of science, technology, engineering and mathematics (STEM) learning, especially in marginalized areas of the Global South. The advent of Artificial Intelligence (AI) in the education sector has deepened existing inequities in science, technology, engineering and mathematics (STEM) learning, particularly in under-resourced parts of the Global South. The paper explores the gender, infrastructural, and institutional challenges faced by secondary school teachers in Multan, Pakistan, as they try to incorporate AI tools into STEM education. The research is based on a cross-sectional survey involving sample of 200 teachers from urban, peri-urban and rural public secondary schools, and addresses the Digital Divide Theory, Technology Acceptance Model (TAM) and a gender-equity capability lens. Findings indicate that there are statistically significant gender differences in knowledge, self-efficacy and behavioral intention regarding AI as well as location-based differences in access to devices and connectivity. Female teachers in rural areas reported consistently lower access and self-efficacy and higher cultural barriers. The top-ranked barriers were not receiving adequate training, unreliable internet and electricity, and not having enough devices. The results highlight the importance of intentional equity-focused policy, professional learning, and infrastructure support to ensure equity rather than exacerbating the STEM divide in the use of AI.

Keywords: Artificial Intelligence, STEM Education, Gender Equity, Digital Divide, Teacher Self-Efficacy, Multan, Pakistan, Underserved Regions, Technology Acceptance