The Role of ChatGPT and Generative AI in Shaping the Future of Islamic Teachers’ Pedagogy in Southern Pakistan

Abstract

Generative Artificial Intelligence (AI) technologies such as ChatGPT are rapidly transforming global educational practices in the era of digital innovation. However, their pedagogical application within rural and religious educational settings remains underexplored. Grounded in the Technological Pedagogical Content Knowledge (TPACK) and Diffusion of Innovation (DOI) frameworks, this study investigates how generative AI influences pedagogical strategies among teachers in Islamic secondary schools in Southern Pakistan, particularly in the Kot Addu district. The research aims to: (1) determine the level of ChatGPT and AI adoption among teachers; (2) examine how generative AI impacts pedagogy, lesson planning, and student interaction; and (3) analyze gender-based differences in perceptions and utilization of these tools. A quantitative research design was employed using a structured questionnaire administered to 440 Islamic secondary school teachers. Data were analyzed using SPSS 2021 through descriptive statistics, t-tests, and correlation analysis. The findings reveal moderate adoption of AI technologies, which positively contribute to instructional innovation and teacher–student engagement. Notably, male teachers demonstrated slightly higher confidence and more active use of generative AI tools compared to female teachers. The study acknowledges limitations such as reliance on self-reported data, infrastructural constraints related to internet and device access, and cultural reservations regarding AI integration in religious education. The findings highlight the importance of targeted teacher training, culturally sensitive digital policies, and institutional support to ensure equitable integration of AI. Future research should incorporate qualitative approaches to capture deeper insights into teachers’ experiences, examine long-term impacts on learning outcomes, and explore policy-level enablers and barriers to AI integration in Islamic educational contexts.