Transforming and Reforming the Indian Education System with Artificial Intelligence
DOI:
https://doi.org/10.1344/der.2024.45.98-105Keywords:
Critical thinking, Indian Education System, Systematic review, Artificial Intelligence in Education(AIEd), EdTech, Personalised LearningAbstract
India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.
References
“Artificial Intelligence and its Role in Education.” Sustainability, 13(22), 12902. DOI: 10.3390/su132212902
Bansal, M. (2023). “Multidimensional Impact of COVID-19 on the Indian Education Sector.” Management and Labour Studies, 48(2), 214–223. DOI: 10.1177/0258042X211069509.
Bargavi, R. & Shanmugam, K. (2023). “EdTech Industry in India: Revolution and Challenges in the Indian Market: Teaching Case Study.” Journal of Information Technology Teaching Challenges, 1-10. DOI: 10.1177/20438869231189526.
Beard, A. (2020). “Can Computers ever Replace the Classroom?” Guardian. https://www.theguardian.com/technology/2020/mar/19/can-computers-ever-replace-the-classroom
CBSE. Ministry of Education, Government of India. (2019). Artificial Intelligence in School Curriculum. https://cbseacademic.nic.in/web_material/Curriculum20/AI_Integration_Manual_Introduction.pdf
Charania, A., Paltiwale, S., Sen, S., Sarkar, D., & Bakshani, U. (2023). “Leading Edge Use of Technology for Teacher Professional Development in Indian Schools.” Education Sciences, 13(4), 386. DOI: https://doi.org/10.3390/educsci1304386.
Clark, D. (2020). “Artificial Intelligence for Learning: How to Use AI to Support Employee Development. Kogan Page Publishers.
Dogan, M.E., Dogan, T.G. & Bozkurt, A. (2023). “The Use of Artificial Intelligence (AI) in Online Learning and Distance Education Processes: A Systematic Review of Empirical Studies.” Applied Sciences, 13, 3056. DOI: 10.3390/app13053056
Dhouchak, P. & Kumar N. (2023). “A Comparative Analysis of Management Education Quality of Public- and Private-funded Technology-enabled Learning Platforms in India.” Global Business Review, 1–31. DOI: 10.1177/09721509231151543.
Fazzin, S. (2022). EdTech Economy and the Transformation of Education. IGI Global.
Gope, P. C., Gope, D., & Gope, A. (2021). “Higher education in India: challenges and opportunities of the COVID-19 pandemic.” Asian Journal of Distance Education, 16(1), 54-73. Retrieved from: https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/527
Karan, B. & Angadi, G.R. (2023). “Artificial Intelligence Integration into School Education: A Review of Indian and Foreign Perspectives.” Millennial Asia, 1-27. DOI: 10.1177/09763996231158229.
—. (2023). “Potential Risks of Artificial Intelligence Integration into School Education: A Systematic Review.” Bulletin of Science, Technology & Society, 43(3-4), 67-85. DOI: 10.1177/02704676231224705
Majid, I. & Yanduri, V. L. (2022). “Artificial Intelligence In Education.” The Indian Journal of Technical Education, 45(3), 11-16. Available at: https://ssrn.com/abstract=4463555
Miao, F., Holmes, W., Huang, R., & Zhang, H. (2021). AI and Education: A Guidance for Policymakers. UNESCO Publishing.
Miglani, N. & Burch, P. (2019). “Educational Technology in India: The Field and Teacher’s Sensemaking.” Contemporary Education Dialogue, 16(1), 26-53. DOI: 10.1177/0973184918803184
Ministry of Human Resource Development, Government of India, Department of Higher Education. (2015). National Mission on Education Through Information Communication Technology (NME-ICT) Programme. https://www.aicte-india.org/downloads/MHRD%20moocs%20guidelines%20updated.pdf
Ministry of Human Resource Development. (2020). National Education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
Ministry of Skill Development and Entrepreneurship. (2023). National Programme on Artificial Intelligence (NPAI) Skilling Framework. https://www.ugc.gov.in/pdfnews/5732498_Report-on-NPAI-Skilling-Framework.pdf
National Educational Technology Forum. (2023). Design and Architecture Framework for Education Ecosystem Registry. https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/EER-v9.pdf
NITI Aayog. (2018). National Strategy for Artificial Intelligence. https://niti.gov.in/sites/default/files/2019-01/National-Strategy-for-AI-Discussion-Paper.pdf
Pinto, M., & Leite, C. (2020).”Digital Technologies in Support of Students Learning in Higher Education: Literature Review.” Digital Education Review, 37, 343 - 360. DOI: 10.1344/der.2020.37.343-360.
Ray, A. (2020). “Indian edtech startups received over $2.22 billion funding in 2020: Report Company Business News.” Mint. https://www.livemint.com/companies/start-ups/indian-edtech-startups-recieved-over-2-22-billion-funding-in-2020-report-11608201389381.html
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). “The Impact of Artificial Intelligence on Learner-Instructor Interaction in Online Learning.” International Journal of Educational Technology in Higher Education, 18(1), 1-23, DOI: 10.1186/s41239-021-00292-9
Su, J., Zhong, Y., & Ng, D. T. K. (2022). “A meta-review of literature on educational approaches for teaching AI at the K-12 levels in the Asia-Pacific region.” Computers and Education: Artificial Intelligence, 3, 100065. https://doi.org/10.1016/j.caeai.2022.100065
Suneja, V., & Bagai, S. (2021). “Examining the Impact of COVID-19 Pandemic on Online Education: Reviewing the Indian Schooling System Based on the Perspective of Major Indian E-tutoring Platforms.” Vision, 1-6. DOI: 10.1177/09722629211029011.
Tuomi, I. (2018). The Impact of Artificial Intelligence on Learning, Teaching and Education. Publications Office of the European Union. DOI: 10.2760/12297
Unified District Information System for Education Plus. (2021). Report on Unified District Information System for Education Plus. https://www.education.gov.in/sites/upload_files/mhrd/files/statistics-new/UDISE%2B2020_21_Booklet.pdf
Waoo, A & Waoo, A. (2022). “The New Educational Policy in India: Towards a Digital Future.” Journal of Edusci, 2, 30-34. DOI: 10.37899/journallaedusci.v2i6.558.
World Bank Group. (2022). World Bank Signs Project to Improve Quality of India’s Education System. https://www.worldbank.org/en/news/press-release/2021/01/28/world-bank-signs-project-to-improve-quality-of-india-s-education-system
Zainal, A. Z., & Zainuddin, S.Z. (2020). “Technology Adoption in Malaysian Schools: An Analysis of National ICT in Education Policy Initiatives.” Digital Education Review, 37, 172-194. DOI: https://doi.org/10.1344/der.2020.37.172-194.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Vibha
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.
