Reimagining Teacher Education in Pakistan: Challenges, Competencies and Policy Directions in the AI Era

Abstract

The current study highlights the growth and changes of teacher training in Pakistan in the context of Artificial Intelligence (AI) from a problem, skill and policy perspective. The research findings reflect the empirical data collected from teacher education institutions, teacher education policies, and interviews with the stakeholders, which identify system problems such as outdated syllabus, faculty development, and access to digital technologies and inadequate facilities. The research also reveals that there are opportunities for implementing personalized learning, pedagogical practices can be more personalized and adaptive, and the there is an unmet need for data-driven insights, while teachers training continued as a traditional process with few innovations related to AI being adopted. Key skills for teachers to master in the age of AI, such as AI literacy, ethical considerations, data privacy management, and the development of inclusive digital learning spaces, are emphasized. Policy analysis reveals a need for focused, nationally agreed policies and a strong ‘need for coordination’ at the national and institutional public and private sector level building AI competencies into teacher training, and in qualified staff. To revolutionize teacher preparation in Pakistan, a robust research demand is needed which entails a combination of technological innovation, ethical protection and inclusive approaches. To move towards sustainable education reforms, all the above highlighted aspects need to be focused on AI literacy, equity, and institutional support, so that Pakistan's teachers can stay up to date with all the complexities of the digital transformation. Given the demand for AI in the future, this is relevant for policymakers, educators and researchers who are looking to adapt the learning curriculum/s to the needs of the era of AI.