Role of Artificial Intelligence in Enhancing Faculty Instructional Leadership Practices in Private Sector Universities of Lahore

A trend towards integration of artificial intelligence in Pakistan is changing not only teaching pedagogy but also learning styles and leadership practices of university faculty. Therefore, faculty members at universities are expected to utilise instructional leadership roles that extend beyond classroom teaching to include curriculum, innovation, mentoring, and evidence-based decision-making. This quantitative study aims to examine the role of AI in enhancing faculty instructional leadership practices in private-sector universities in Lahore, Pakistan. Selected from a sample of 100 faculty members using a structured questionnaire assessing the adoption of instructional leadership practices, professional development and AI-related challenges faced by teaching and non-teaching faculty working in universities. Data were collected from participants using Google Forms. The researchers used Quantitative Analysis software to perform descriptive and inferential statistical analysis, including multiple regression. The findings indicated that faculty members generally perceived AI as a facilitative tool for curriculum design, mentoring, administrative efficiency, and data-informed instructional decision-making. Regression analysis revealed that AI adoption emerged as a strong and statistically significant predictor of instructional leadership practice (R² = .635, p < .001). In contrast, academic rank and year of teaching experience did not demonstrate significant predictive effects. The study concludes that university faculty should use AI ethically and strategically. Moreover, a well-supported integration of AI can promote ethical use among faculty, strengthening their instructional leadership capacity in higher education institutions in Pakistan.