AI and Education in India

This paper examines existing and emerging use cases of AI in the education sector in India.

This paper examines existing and emerging use cases of AI in the education sector in India, with the aim of identifying key challenges and risks associated with these use cases. The paper is based on inputs from the AI for Education policy lab as well as desk research. This includes the different categories under which AI applications have been developed in relation to educational challenges in India. Following which, the paper examines the possible challenges and risks associated with the use of AI for education.

Technology, in particular digital technologies, have often been used as a tool to leapfrog over persistent challenges and service gaps in the education sector. This attempt to achieve better educational outcomes by leaping over basic problems through technology—specially to address the issues of scale and lack of infrastructure—is not a new phenomenon.

Key findings:

  • The promise of AI within the education sector is to provide personalised learning, skill development, and employability as well as bringing efficiency and cost-effectiveness to a variety of administrative issues.
  • It is unlikely that AI will act as a silver bullet to address some of the core challenges of the education sector. Building AI atop of existing EdTech infrastructure could further deepen the existing inequities in the sector.
  • AI applications and data-driven learning could lead to the narrowing of holistic education goals, privileging certain types of knowledge and information over other.
  • The use of AI for providing career advisory and mentorship to students towards skills and jobs run the risk of framing education goals entirely by market or product-driven logic.
  • Child rights and privacy protections need to be thoroughly implemented before new regimes of AI-based education are rolled out.

Initiative

AI & Society

Authors

Angelina Chamuah

Angelina Chamuah is a Research Fellow at Tandem Research. Her current work is focused on understanding regulatory frameworks for emerging technologies in India.She is interested in studying the development of emerging technologies and the complex entanglements between technology and society. Her M.Phil. research is centered on human-machine interactions in the context of social robotics and engages with questions of design and agency in the building of affective relationalities between humans and social robots. She has an M.A and M.Phil. in Sociology from Delhi School of Economics and a B.A (H) in Sociology from Miranda House, New Delhi.

Harsh Ghildiyal

Harsh Ghildiyal is a Research Associate at Tandem Research. He currently works on research across the technology and society vertical. Harsh is interested in understanding the social implications of technology, consequent regulatory responses, and working towards an equitable technological future. Before joining Tandem Research, he was a Teach for India fellow. He has a B.A., LL.B. (Hons.) degree from Damodaram Sanjivayya National Law University, Visakhapatnam.