A Qualitative Analysis of AI Tool Utilization and Its Impact on Academic Workload Management and Practical Skills Among Educators and Post-Graduates in Vientiane, Lao PDR

Abstract

This study investigates how the current utilization of Artificial Intelligence (AI) influences academic workload management and practical skill development among university scholars in Vientiane, Lao PDR. It addresses two central research questions how AI tool utilization correlates with academic efficiency and effectiveness in multidisciplinary settings, and what systemic barriers hinder the integration of AI technologies into local educational frameworks. Employing a qualitative research design, the study collected data through semi-structured interviews with a sample of 60 educators across engineering, economics, and social science disciplines. Data were analyzed using an 8-step thematic analysis process to identify recurring patterns and latent themes regarding AI integration. The study reveals a dual perception of AI: it is viewed as a transformative collaborative efficiency engine capable of personalizing learning and automating routine tasks, yet also as a source of significant pedagogical and ethical concerns, including the potential for skill atrophy, data privacy risks, and digital equity gaps. Findings underscore that successful AI integration requires a balanced, ethical, and strategically guided approach, emphasizing robust infrastructure, comprehensive AI literacy training, thoughtful curriculum redesign, and clear institutional policies. This study concludes that proactive pedagogical and policy shifts are essential to ensure AI genuinely fosters profound learning and equitable opportunity within the Lao educational context.