BRIDGING THE GAP: “LEVERAGING AI IN ELT TO ENHANCE UNIVERSITY ENROLLMENT AMONG GEN Z AND UNDERPRIVILEGED COMMUNITIES”

Abstract

This qualitative study utilizes the Technological Pedagogical Content Knowledge (TPACK) framework to investigate the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within resource-limited universities in Central Punjab, Pakistan. Drawing on semi-structured interviews and focus groups with Gen Z English students and ELT practitioners, the findings reveal that while AI enhances language learning and reduces instructional burdens, over-reliance risks eroding vital human traits such as creativity, critical thinking, and intellectual autonomy. Furthermore, the research dispels the myth of universal Gen Z tech-savviness, noting that marginalized and rural students frequently lack basic digital literacy, thereby necessitating structured AI literacy training before classroom implementation. The study also identifies a decline in higher education enrollments driven by a mismatch between traditional university curricula and market demands for digital competencies and soft skills. To remedy this, the authors advocate for urgent, inclusive curricular reforms that embed market-driven courses like AI, SEO, and digital marketing into English programs. Ultimately, the study concludes that AI should supplement rather than replace human-centric instruction, offering a scalable framework for policy-making in regions facing similar technological and infrastructural constraints.