Investigation of Educational Managers Readiness for Integration of Chat GPT at HigherEducation Level

Abstract

This study investigated the educational managers’ readiness at higher education institutions to integrate ChatGPT, leading AI tool, into administrative and academic functions in Lahore. A descriptive research design with cross-sectional survey method was employed. The population of the study was 156 managers including deans and heads of departments across social sciences faculties in public and private universities. Responses received from 79 managers using a structured questionnaire adapted from the Technology Readiness Index (TRI), measuring optimism, innovativeness, discomfort, and insecurity on a six-point semantic differential scale. The t-tests and ANOVA were employed to assess group mean score differences based on gender, academic qualification, university type, and teaching experience. Results indicated high levels of optimism and innovativeness, coupled with moderate discomfort and insecurity. No significant differences were found by gender, qualification, or experience, although public university managers demonstrated marginally higher readiness than their private sector counterparts. The findings suggested that educational managers are broadly prepared for ChatGPT integration yet highlight the need for structured institutional support to address underlying concerns. This study contributes to understanding AI adoption dynamics within developing country contexts and offers practical insights for higher education leadership aiming to implement AI-driven solutions.