HOW GENERATIVE AI USE SHAPES SKILL DEVELOPMENT: A MULTIGROUP ANALYSIS OF STUDENTS, FACULTY AND ADMINISTRATORS IN PAKISTANI UNIVERSITIES

Abstract

The present study extends the use of generative artificial intelligence (GenAI) and its resulting effects on the skill development process in higher education institutions by implementing the 'Serial mediation of generative artificial intelligence use, IL and cognitive engagement and skill development' model across various stakeholders in Pakistan. The study adopts the Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT) to emphasize that in developing skills, cognitive activity has become an essential key factor rather than relying solely on exposure to GenAI. For the study, a quantitative, cross sectional research design was used, where 669 students, faculty and administration of Higher education institutions of Pakistan were involved by using stratified random sampling method. Data analysis was conducted using PLS-SEM and to this end 5,000 samples of bootstrapping were taken. Results indicated that AI use had a significant impact on information literacy (β = 0.381, p < 0.001), which facilitated cognitive readiness (β = 0.479, p < 0.001) for skill building (β = 0.369, p < 0.001). The results indicated that the influence of using AI on skill building was mediated by information literacy and cognitive readiness accounts for approximately 94% of the total influence. This multi-group analysis revealed differences among the groups such that administrative staff reported more literacy effects, faculty reported more on-task effects with respect to skill-building, and students reported on-task effects of similar magnitude (with respect to skillbuilding) though less in terms of literacy. The results indicated that information literacy and cognitive preparedness were significant as compared to AI usage. The theoretical contribution of this study is that it introduced the concepts of TAM and constructivist learning to serial mediations, whereas the practical contribution was the focus on the importance of targeted digital literacy education in the implementation of AI.