THE RURAL–URBAN DIVIDE IN DIGITAL READINESS FOR AI INTEGRATION: A QUALITATIVE STUDY OF PAKISTANI TEACHERS’ PERSPECTIVES

Abstract

The integration of artificial intelligence (AI) in education has created a wave worldwide but the digital readiness of teachers to adopt artificial intelligence practices is uneven especially in a developing context. This qualitative research focuses on the rural-urban gap in digital readiness of teachers for the integration of AI in education of schools in Pakistan. The study used a qualitative descriptive design by using eight focus group discussions with public, private-school teachers from rural and urban. Data were analysed thematically in line with the approach of Braun and Clarke (2006). The findings uncover five themes related to the readiness of teachers to AI integration: (1) uneven understanding of AI, (2) infrastructure as the main gatekeeper, (3) digital skills as an access rather than motivation factor, (4) psychological and ethical readiness, and (5) development in the form of a gap. Urban private-school teachers revealed greater degrees of conceptual clarity, infrastructural support and professional confidence whereas rural public-school teachers were faced with basic barriers such as unreliable electricity, lack of internet access and lack of relevant training. The results of the study conclude that the readiness of teachers for integrating AI is a multidimensional construct that is influenced by structural, institutional and sociocultural factors and not limited to individual capability alone.