Digital Society and Educational Inequality: Exploring the Impact of Social Media and Artificial Intelligence on University Students in Pakistan
DOI:
https://doi.org/10.70670/sra.v4i4.2690Keywords:
Digital Society, Educational Inequality, Social Media Use, Generative Artificial Intelligence, Digital Access, Digital Literacy, University Students, Pakistan.Abstract
This study examines the relationships between social media use, generative artificial intelligence (AI), digital access, digital literacy, and educational inequality among university students in Pakistan. A quantitative, cross-sectional survey design was employed, using a structured questionnaire to collect data from 350 students enrolled in public and private universities through convenience sampling. Data were analysed using SPSS version 27, applying descriptive statistics, Pearson correlation, multiple linear regression, one-way analysis of variance (ANOVA), and chi-square analysis. The findings indicate that students reported relatively high social media use (M = 3.86, SD = 0.74) and moderate-to-high generative AI use (M = 3.62, SD = 0.81). Digital access and digital literacy were negatively associated with perceived educational inequality (r = −.42 and r = −.36, respectively, p < .01), while generative AI use also showed a negative association (r = −.21, p < .01). In contrast, social media use had a positive association with educational inequality (r = .18, p < .05). Multiple regression analysis showed that digital access, digital literacy, generative AI use, socioeconomic status, social media use, and area of residence jointly explained 46% of the variance in perceived educational inequality (R² = .46, p < .001). Significant differences in digital access were also observed across income groups and between urban and rural students. The study concludes that digital technologies may provide academic opportunities, but their educational benefits are associated with differences in access, skills, and socioeconomic circumstances. It highlights the importance of equitable digital infrastructure, digital literacy development, and responsible AI use in higher education.
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