Disruption without direction? Large language models and the changing landscape of impact assessment education in Pakistan

With the increasing integration of LLMs such as ChatGPT in academic settings, traditional learning is being transformed, including shifts in students’ attitudes towards learning. These changes are particularly significant for Impact Assessment (IA), where a range of competencies, including knowledge and skills, are essential for sound professional judgement. Using the attitude-inclusive competency framework, this study investigates how ChatGPT is reshaping IA education in Pakistan by influencing students’ attitudes and, in turn, knowledge acquisition and skill development. The study is based on the perception of IA academics established through 16 semi-structured interviews. The findings are examined in relation to the International Association for Impact Assessment’s best practice principles for teaching. Results indicate shift in students’ attitudes including increased reliance on ChatGPT for academic tasks, declining interest in research, and reduced engagement with academic activities. These changes are associated with limitations in knowledge acquisition, particularly in terms of depth and contextual understanding, and decline in critical thinking, analytical and research skills. The study concludes that ChatGPT has created a disruption in IA education in Pakistan, contributing to a growing disconnect between students and teachers. The findings may be useful in adjusting pedagogical approaches for IA education in Pakistan and beyond.