Exploring Lived Experiences of Teachers Using AI Tools in Classrooms of High School Teachers in Kamber Shahdadkot

Abstract

The rapid integration of artificial intelligence (AI) technologies into education has transformed teaching and learning processes globally. However, the lived experiences of teachers using AI tools in under-resourced and semi-rural contexts remain underexplored, particularly in Pakistan. This qualitative study investigates the lived experiences of high school teachers using AI tools in classrooms in Kamber Shahdadkot district, Sindh. Grounded in an interpretivist paradigm, the study adopts a phenomenological approach to understand how teachers perceive, use, and negotiate AI technologies in their daily pedagogical practices. Data were collected through semi structured interviews with twenty high school teachers who had prior exposure to AI-assisted tools such as AI-based content generators, intelligent tutoring systems, automated assessment tools, and digital learning platforms. Thematic analysis was employed to analyze the data, following Braun and Clarke’s six-phase framework. Findings revealed five major themes: (1) AI as a pedagogical support tool, (2) AI and transformation of teacher roles, (3) Emotional and ethical concerns related to AI use, (4) Contextual and infrastructural constraints, and (5) Professional growth and future aspirations. The study highlights that while teachers perceive AI as a valuable aid for lesson planning, assessment, and student engagement, they also experience challenges related to digital literacy, ethical considerations, and lack of institutional support. The findings underscore the importance of contextualized AI integration policies, teacher training, and ethical guidelines. This study contributes to the emerging literature on AI in education by offering localized, experience based insights and provides practical implications for policymakers, school leaders, and teacher educators aiming to integrate AI responsibly in secondary education.