EXPLORING STUDENTS’ PERCEPTION OF ARTIFICIAL INTELLIGENCE ADOPTION IN RURAL HIGHER EDUCATION IN PAKISTAN

Abstract

The integration of AI in education, specifically in higher learning institutions, is especially prevalent in low-resource countries and rural settings is a less explored area. This study aims to explore the perceived adoption of AI tools in rural higher learning institutions in Pakistan. The study was conducted at a rural university, the University of Modern Sciences Tando Mohammad khan, Pakistan, The study applied a survey based quantitative methodology and data were gathered on aspects of context awareness, hedonic motivation, self-directed learning, algorithmic transparency, trust, intelligent adaptive content, perceived intelligence, social influence, facilitating conditions, and behavioral intentions from students to investigate their perceived adoption of AI in higher education. Findings indicate that students show willingness toward AI-assisted learning, especially for personalized learning support, explicit recommendation, and learner-managed learning opportunities. However, challenges to effective AI integration persist in terms of infrastructural limitations, insufficient technical support, and restricted access to resources. The findings suggest infrastructural improvements, capacity building, and learner-focused system design.