Integrating Human Pedagogy and Artificial Intelligence in Teaching Practices

Abstract

Introduction: The rapid development of artificial intelligence (AI) in education has brought both benefits and challenges, but still there is a limited research done on how AI can be integrated with human pedagogy. This study aims to explore how Integrating human pedagogy and AI can improve teaching practices without affecting teacher-student interaction.

Materials and Methods: This study used descriptive mixed-methods methodology. 100 teachers from ten government schools in Karak, Pakistan, were taken as a sample. They filled a validated questionnaire containing both open-ended and Likert-scale items. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were examined through thematic analysis to ensure validity and reliability.

Results: Most teachers reported using ChatGPT to plan and organize lessons and they believed that AI improved student engagement, assessment, and personalized learning. However, there is a fear of major challenges including lack of training, limited access to technology, and privacy concerns. Secondary school teachers reported greater benefits from AI than those of primary teachers.

Conclusion: These findings shows that with clear policy, teacher training, and equal access to digital resources, integrating AI with human pedagogy can create more personalized, creative, and inclusive learning environments in Pakistan.