Enhancing the Capacity Management in Teacher Training at Karachi, Pakistan: A Qualitative Study of AI Collaboration for a Human-Centered Future of Education
Keywords:
AI in education, teacher education, human-centered AI, Karachi, qualitative study, thematic analysisAbstract
The rapid development of Artificial Intelligence (AI) in recent years has begun reshaping various fields, including education. While many discussions focus on AI's disruptive potential, this paper investigates the more nuanced role of AI in capacity building of teacher traing and teacher education programs in Karachi, Pakistan, with an emphasis on AI’s potential to complement rather than replace educators. AI tools like adaptive learning systems, real-time data analysis, and intelligent tutoring are presented as mechanisms that can enrich human-centered education, particularly in teacher training. Through qualitative methods—primarily semi-structured interviews—this study explores teachers' perceptions of AI’s integration into education and uncovers four key themes: the perceived benefits of AI, challenges in its implementation, its impact on teacher autonomy, and the need for a human-centered approach. The findings suggest that while AI can significantly enhance student outcomes, much work is required to align AI integration with existing infrastructural and professional development frameworks in Karachi to ensure that it supports, rather than undermines, the human elements of teaching.
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