Digital Transformation in Higher Education: Evaluating the Impact of AI-Enabled Learning Systems

Abstract

The rapid integration of Artificial Intelligence (AI) into the educational framework has catalyzed a paradigm shift in global higher education. This research paper evaluates this transformation within the specific context of Pune City, Maharashtra, focusing on the period from 2000 to 2022. The study investigates the dichotomy between the theoretical promise of AI for personalized learning and the practical realities of implementation, specifically assessing faculty readiness and the prevalence of Technostress. Using a quantitative methodology, the research analyzes data from 347 faculty members across diverse Higher Education Institutions (HEIs) in Pune. The study employs the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technostress frameworks. Statistical analysis reveals a significant positive correlation between Performance Expectancy and Behavioral Intention, indicating that faculty recognize the utility of AI. However, the study also confirms high levels of Technostress, driven by "techno-invasion" and "techno-complexity." The findings suggest that while motivation to adopt AI exists, it is hampered by infrastructural gaps and psychological strain. The report concludes with strategic implications for administrators to balance technological acquisition with human capital development.