Undergraduate Students' Perceptions of Technology for Sustainable Education: A Qualitative Study in Pakistan

Abstract

This study aims to investigate undergraduate students' perceptions of the use of technology in education, focusing on accessibility, sustainability, usefulness, and the challenges it presents. Semi-structured interviews were conducted with 12 students from universities in Lahore, Pakistan, until data saturation was reached. The thematic analysis was conducted with NVivo software. The results showed that technology increases accessibility, engagement, and sustainability; however, digital inequities and overreliance on technology remain significant problems. Students know the benefits that can be gained through digital tools such as Google Workspace, Microsoft Teams, and other AI-driven platforms for collaborative and personalized learning. However, there are also perceived challenges, such as the disparity in high-speed internet and high-standard device accessibility, the availability of digital distractions, and the fear of technological servility that can prevent interaction with others and hinder critical thinking. Students recommended policies that promote equitable access, educator training, and piloting innovative tools to improve integration. These findings underscore the importance of adopting balanced approaches to technology use, which capitalize on its benefits while addressing challenges and fostering a more inclusive and effective educational practice program.