Teachers’ Perceptions of ChatGPT in Transforming Pedagogical Practices in Higher Education: A Case Study of District Hyderabad, Sindh, Pakistan

Abstract

Hyderabad is the important educational hub in Sindh, Pakistan. It has wide range of public and private higher education institution. Technology acceptance model (TAM) has been used for this theoretical research work, the adoption and perceived notion or use of Chatgpt among higher education faculty is examined. Chatgpt is known AI tool which facilitate students’ engagement, evaluation, content creation, and institutional planning. This study addresses the gap by examine the higher education teachers’ perception of chatgpt in transforming pedagogical practices in colleges of District Hyderabad. Teachers’ perception on using Chatgpt in their teaching and its contribution to pedagogical change in district like Sukkur and Jamshoro was the subject of earlier research in Sindh; there is no empirical research focusing on colleges in District Hyderabad, Sindh. Mixed method research is employed, data was collected from 60 college teachers working in both private and public colleges through structured questionnaire based on likert scale and semi-structured interviews. The responses were analyzed using mean scores and standard deviation to know the teachers’ perception towards Chatgpt. The findings indicates that most teachers perceive chatgpt as supportive teaching tool and creative solution that improve teaching effectiveness and promotes learner- centered instruction, showing its high perceived usefulness. However, responses regarding comfort in using Chatgpt in classroom revealed disagreement, indicating low perceived ease of use, while actual use of tool in daily teaching was found to be neutral, showing moderate adoption along with it some concerns related to insufficient professional training, limited institutional support, and issues of academic credibility over dependence using ChatGPT were also identified. Evidence suggests that (TAM) technology acceptance model serves as a powerful predictive framework for ChatGPT acceptance in higher education. Consequently, the study highlights that targeted training programs and practical guidance are mandatory to improve teachers’ confidence and integration of AI tools in teaching in Hyderabad, Sindh and provide insights for policymakers and educational institutions to come forward to enhance technology integration in classroom.