Developing Practices: The Role of Artificial Intelligence in Enhancing Teacher Instructional Quality in the Punjab Higher Education Sector

Abstract

This paper aims to examine the impact of AI on teachers' instructional quality, how AI transforms the method of delivery of content, reduces administrative workload, and influences teachers' attitudes and readiness to utilize AI-based tools. This paper provides further explorations on the issues and opportunities presented by AI in general and its implications on enhancing the interaction among teachers and students, teaching effectiveness, and positive impacts on educational outputs. The present study targeted 500 teachers selected from various institutes of Punjab, using a convenience sampling technique. The primary data were collected for the research with the questionnaire-based Google Form, and it resulted in 204 valid responses. The questionnaire would capture the importance of personal information and insights about the use of AI in teaching. A causal approach was applied to examine the relationship between AI and instructional quality by taking the regression analysis to ascertain the strength of the relationship. By integrating the model summary and ANOVA results, predictability, and the significance of the effect of AI influence on teachers' performance are evaluated. Results suggest that AI indeed plays a crucial role in refining instructional strategies by automating tasks, facilitating learning personalization, and allowing teachers to make the most of their student engagement and planning time. The paper recommends innovation in teacher training programs to master the effective use of AI tools. Continued evaluation of AI's impact on teaching practices and outcomes is also recommended as a normal continuous process of refining its role in the class.