Artificial Intelligence as a Co-Teacher: Redefining Pedagogical Authority in Higher Education

Abstract

This paper explored the concept of redefined pedagogical authority in the context of higher education with reference to selected public sector universities of Punjab, Pakistan with the application of artificial intelligence (AI) as co-teacher. The study employed a qualitative research approach in which the university teachers' perceptions, experiences and concerns about AI in teaching and learning were explored. The study was informed by Actor-Network Theory to provide an understanding of how the role played by teachers, students, AI tools, digital platforms, and institutional practices within the educational landscape evolved. The data obtained was by using semi-structured interview technique with purposive sampling of the primary respondents that consisted of university teachers until there was data saturation. Thematic analysis was used to analyze the data. The results indicated that AI was perceived as an assisting co-teacher to support lesson planning, explanation of concepts, feedback generation and personalized learning. But there were also some concerns mentioned by the participants relating to over-depending students, academic dishonesty, the reliability of assessment, absence of institutional policy and inadequate teachers' training. The study concluded that AI was not taking the place of teachers, rather it was transforming the role of teachers from being a provider of knowledge to a facilitator, ethical guide, evaluator, and final decision-maker for academic studies. The study proposed several recommendations for the responsible use of AI in higher education, such as the establishment of clear policies, training for teachers, ethical guidelines, and assessment system changes.

Keywords: Artificial Intelligence, Co-Teacher, Pedagogical Authority, Higher Education, Teacher Role, Ethical AI, Qualitative Study