AI in education, ChatGPT, and personalized learning: Measuring public attention in Pakistan through Google Trends

Abstract

This study examines public interest in Artificial Intelligence (AI) in education, specifically analyzing the terms ‘AI in education,’ ‘ChatGPT in education,’ and ‘Personalized Learning’ in the Pakistani context from December 2019 to July 2025, utilizing data from Google Trends. Employing an infodemiological approach, the study tracks fluctuations in search volume to gauge societal attention to AI-driven educational technologies. The findings reveal a substantial increase in interest in AI and ChatGPT in education, starting in late 2023, with peak interest occurring in early 2025. In contrast, Personalized Learning exhibited a more modest growth pattern, marked by sporadic spikes in search interest. The regional analysis of search interest identified Islamabad and Azad Jammu & Kashmir (AJK) as the regions with the highest engagement with AI-related educational terms. Notably, Balochistan demonstrated the highest interest in AI in education, followed by Islamabad and AJK, while Sindh exhibited comparatively lower levels of engagement. It is essential to highlight that high search interest does not necessarily correlate with increased adoption or infrastructural capacity. The elevated RSV in Balochistan for AI in education may reflect heightened curiosity, media visibility, or policy discourse, rather than widespread implementation in educational settings. The results underscore the growing recognition of AI’s potential to revolutionize the education sector. However, challenges such as limited infrastructure and digital literacy remain significant barriers to broader adoption. The study advocates for the development of targeted policies, AI literacy programs, and region-specific initiatives to ensure equitable access to AI-enhanced educational solutions.

Keywords

References

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Copyright (c) 2025 Sohaib Ullah, Hafiz Muhammad Sikandar, Abbas Jihad, Muhammad Maaz