DefinePK

Abstract

This study explores the integration of mobile-based Artificial Intelligence (AI) tools in a low-resource government school setting in Karachi, Pakistan. It specifically investigates how public sector teachers utilize generative AI technologies within the classroom environment. The research is grounded in the assumption that AI remains largely absent from Pakistan’s public education system, primarily due to infrastructural constraints and limited teacher training. As a response to this gap, the study implements a localized AI intervention in the Government Girls Lower Secondary School (GGLSS) in District Malir, Karachi. Using a qualitative case study approach, a field experiment was conducted involving 20 teachers. A structured 90-minute workshop introduced participants to mobile-friendly generative AI tools such as ChatGPT and Meta AI. To support continued learning and real-time pedagogical assistance, a dedicated WhatsApp group was created for the participating teachers. Following the intervention, in-depth, face-to-face interviews were conducted to capture firsthand experiences and reflections. Thematic analysis of the data revealed that 98% of the participants incorporated AI tools into their daily teaching practices. Approximately 70% reported improvements in lesson delivery and a noticeable reduction in workload. Teachers identified AI-assisted lesson planning and audio storytelling as the most impactful applications. The intervention also fostered increased technological confidence among teachers, which translated into higher student engagement in the classroom. This empirical case study suggests that scalable, mobile-based AI training can effectively support digital inclusion in Pakistan’s public education system. It highlights the transformative potential of low-cost, context-sensitive AI interventions in enhancing teaching quality and bridging the technological divide in under-resourced schools.