DIGITAL INTELLIGENCE AND LANGUAGE DEVELOPMENT IN MULTILINGUAL PAKISTAN

Abstract

This qualitative study explores the role of digital intelligence, particularly artificial intelligence (AI)–driven tools, in shaping language development within Pakistan’s multilingual context. Pakistan is characterized by linguistic diversity, where Urdu, English, and multiple regional languages coexist within formal and informal educational spaces. Drawing on semi-structured interviews, classroom observations, and document analysis, the study examines how learners and educators engage with digital technologies such as language-learning applications, AI-powered translation tools, and conversational agents to support language acquisition. The findings reveal that digital intelligence facilitates increased exposure to target languages, personalized learning pathways, and learner autonomy, especially in English language development. However, the study also identifies critical challenges, including unequal access to digital resources, limited support for regional languages, and the reinforcement of existing linguistic hierarchies. Furthermore, participants’ perceptions highlight tensions between technological efficiency and cultural-linguistic identity. The study argues that while digital intelligence holds significant potential to enhance language development in multilingual Pakistan, its effective integration requires context-sensitive pedagogical practices and inclusive language policies. The research contributes to ongoing debates on technology-mediated language learning by foregrounding voices from the Global South and emphasizing the sociocultural dimensions of AI-assisted language development.