AI-DRIVEN SKILL IN EDUCATION AND ITS IMPLICATIONS FOR TEACHER COMPETENCE AND AUTHENTIC LEARNING PRACTICES

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education has significantly transformed teaching, assessment, and instructional practices. While AI-enabled tools enhance efficiency, personalization, and administrative support, concerns are emerging regarding their potential to dilute essential pedagogical skills and weaken authentic learning experiences. This study examines the extent of AI integration in teaching and instructional processes and analyzes its impact on teacher competence and authentic learning practices in autonomous engineering colleges in Hyderabad City. Adopting a descriptive and analytical research design, primary data were collected from faculty members using a structured questionnaire. Statistical analyses, including descriptive statistics and reliability testing, were employed to assess faculty perceptions. The findings indicate a moderate to low level of AI integration, with greater use in assessment and instructional management than in lesson planning and content creation. Results further reveal that while AI contributes to instructional efficiency and supports pedagogical decision-making, excessive reliance may lead to reduced pedagogical creativity, critical engagement, and authentic, experience-based learning. The study concludes that AI should function as a complementary tool rather than a substitute for human judgment in education. It emphasizes the need for a balanced, human-centered AI integration framework that enhances educational quality while preserving teacher competence and authentic learning practices.