Implementation Barriers and Affordances of ChatGPT Adoption Among Primary Teachers in Rural Versus Urban Public Government Schools in Pakistan

Abstract

The mixed-method research was investigating barriers and affordances of implementation of ChatGPT among primary teachers in rural and urban public government schools in Pakistan. Based on the survey responses of 150 primary school educators and semi structured interviews of 20 teachers, having an equal ratio of rural and urban settings, the study pinpointed serious infrastructure, pedagogical, and systemic determinants that affected the integration of ChatGPT. The results showed a significant urban-rural difference in technology access among the teachers, with the rural teachers being severely limited regarding their access to internet connectivity (17% of have access against 78% in urban areas), electricity access, and device access. Nevertheless, the two settings acknowledged the efficiency and content differentiation as well as the engagement of students in the planning of lessons using ChatGPT. Among the barriers were poor technical infrastructure, insufficient formal training, strict curriculum policies, and equity and overdependence of the student concerns. Reduced time of planning, customized content generation, and mixed-ability classroom support were the identified affordances. The paper has arrived at the conclusion that the context-specific infrastructure investment and scaled teacher training models, together with inclusive policies to deal with the digital divide, are needed to implement sustainable integration of ChatGPT in Pakistani state schools. The recommendations are aimed at policymakers, school administrations, and educators to make AI adoption in different resources settings equal.

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