Asian Journal of Arts, Humanities and Social Studies

The growing incorporation of technology into higher education has changed traditional pedagogical approaches, resulting in a paradigm shift toward techno-pedagogical practices. This study looks at the current state of techno-pedagogical integration and how students and teachers perceive its implementation, efficacy, and obstacles in educational institutions. A purposive stratified random survey was used, with the population consisting of school and college students, as well as teachers. The sample size was 277, with 100 12th graders, 100 postgraduate students, 40 school teachers, and 37 college lecturers. The investigators employed a self-created open-ended questionnaire on AI-based techno-pedagogical igniting in educational perspectives. Data were analyzed by descriptive statistics and correlation analysis. According to the findings, 78% of professors have used technology-based teaching aids, particularly Learning Management Systems (LMS) and interactive multimedia. While 65% of students reported increased participation, key problems were insufficient training (42% faculty), technological difficulties (38% students), and resistance to change (25% faculty). Techno-pedagogical initiation has significant potential, but it requires institutional backing, extensive training, and infrastructure development for successful implementation. To overcome the digital divide, recommendations include faculty development initiatives, student orientation sessions, and policy improvements.