AI in Indian Education

Opportunities, Challenges, and Emerging Paths in the Global South

Bibliographic Data

ID22044780
AuthorsRashmi Gujrati (0000-0002-1128-3742, Public Works Department Buildings and Roads), Cemalettin Hatipoglu (0000-0002-3129-9725, Bandırma Onyedi Eylül University), Hayri Uygun (0000-0002-3079-605X, Recep Tayyip Erdoğan University), Carlos Antonio da Silva Carvalho (0000-0002-2048-022X, Fundação Educacional D. André Arcoverde), Bruno S Cezario (0000-0002-8034-9012, University Center Augusto Motta), Patricia Bilotta (0000-0002-2463-2331, University Center Augusto Motta), Patricia Maria Dusek (0000-0003-3911-6943, University Center Augusto Motta), Danielle P Vieira (0000-0002-8637-493X, Universidade Federal do Rio de Janeiro), André Luis Azevedo Guedes (University Center Augusto Motta, corresponding author)
Year2026
Volume16
Issue2
Pages179
Publication date2026-01-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16020179
OpenAlexW7125522960
LanguageEN
References cited28

Despite the growing recognition of Artificial Intelligence (AI)’s potential for global education, the literature lacks strategic analyses on how to maximize personalized learning and ensure equitable access within the vast and diverse Indian educational system. The objective of this study is to analyze this strategic integration of AI into the Indian educational system, focusing on maximizing personalized learning and ensuring equitable access across diverse socioeconomic contexts, while evaluating current initiatives and the relevance of reporting guidelines, such as the use of Self-Sovereign Identity (SSI). The methodology employed bibliographic and documentary research, alongside the analysis of governmental and sectoral policies. The results indicate that the sustainable implementation of AI is critically dependent on the mitigation of algorithmic bias and the rigorous assurance of data privacy. In conclusion, to balance technological innovation with human-centered pedagogical approaches, maintaining the educator’s fundamental role and fostering collaboration among stakeholders for responsible governance are essential

Accountability · Corporate governance · Global education · Global South · Socioeconomic status · Strategic planning · Ethics and Social Impacts of AI · Global Educational Policies and Reforms · Online Learning and Analytics

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