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<p>In view of the present state of climate change, it is a necessity that students learn about its impact, especially in the South Asia. The purpose is to explore the opportunity of AI pedagogy in enhancing climate literacy in university students in Pakistan, and its impact in terms of digital inclusion and student engagement as mediating variables. A theoretical model is developed in this study, grounded in Constructivist Learning Theory, Digital Equity Theory, and Self-Determination Theory. A self-developed and validated questionnaire was used to gather data from 400 students in public sector universities. PLS-SEM was used to test the model. The results especially with regard to the very high correlation coefficient between AI pedagogy and climate literacy, extend existing evidence to science. The results also show that AI pedagogy in higher learning institutions closes the educational divide and promotes awareness about climate change. Furthermore, this research offers policymakers and educators a road map for bridging the digital gap and promoting environmentally conscious education via the use of AI-Powered Pedagogical technological tools in the classroom.</p>

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Bridging the digital divide in climate education through AI powered pedagogical innovations for enhancing climate literacy in Pakistani higher education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月3日

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  • Rehmat Shah,
  • Muhammad Naeem Sarwar,
  • Ahmed Hussein Al Rassas,
  • Gulnaz Hameed,
  • Saba Hanif,
  • Rana Yassir Hussain

摘要

In view of the present state of climate change, it is a necessity that students learn about its impact, especially in the South Asia. The purpose is to explore the opportunity of AI pedagogy in enhancing climate literacy in university students in Pakistan, and its impact in terms of digital inclusion and student engagement as mediating variables. A theoretical model is developed in this study, grounded in Constructivist Learning Theory, Digital Equity Theory, and Self-Determination Theory. A self-developed and validated questionnaire was used to gather data from 400 students in public sector universities. PLS-SEM was used to test the model. The results especially with regard to the very high correlation coefficient between AI pedagogy and climate literacy, extend existing evidence to science. The results also show that AI pedagogy in higher learning institutions closes the educational divide and promotes awareness about climate change. Furthermore, this research offers policymakers and educators a road map for bridging the digital gap and promoting environmentally conscious education via the use of AI-Powered Pedagogical technological tools in the classroom.