Navigating the Dual Impact of AI in Higher Education: A Phenomenological Inquiry from the Pakistani Context

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education has transformed the administration methods as well as learning and teaching worldwide, same state prevails in Pakistan. This qualitative study aimed to explore two-sided impact (co-creation and co-destruction of educational value) of AI within Pakistani universities. Furthermore, the study employed a phenomenological approach and Service-dominant Logic (SDL) framework to explore experiences and perceptions of students and teachers about AI tools, such as ChatGPT, Grammarly, Gemini, Grok, Perplexity, Elicit, and other AI-Chatbots. The study highlighted how AI can help in cognitive development, tailor made learning, and new pedagogies. AI also presents considerable ethical challenges, such as academic deceit, data breaching concerns, as well as biasness of algorithmic and human interaction. In-depth interviews and thematic analysis were conducted to uncover refined understandings about how AI is restructuring educational relationships and outcomes in the context of infrastructural and cultural constraints. The results highlighted the requirement for contextually pertinent strategies, moral guidelines, and AI literacy to exploit benefits and diminish risks.