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As Artificial Intelligence (AI) becomes rapidly inherent in daily life and interaction, its effect on learning and teaching is no longer a distant possibility, but a current reality. Nevertheless, the actual ability of AI in education will be felt only when adoption is inclusive, responsible, and is deeply inherent in human and relevant needs of learners, especially within India’s diverse and complex education scenario.
India stands at an important moment: an opportunity not only to adopt AI devices, but also to shape our own creation and their use, purpose and guiding values. As we design the next generation of technology-competent, equitable education systems, it is important to discuss what AI can do and not in learning and teaching contexts.
To remove common myths and highlight the real promise of AI, we examine five misconceptions from India’s classrooms based on research and insight.
Myth 1: AI is only for rich users – most equipment is the price of premium and is out of access to most parts of India.
It is one of the most common and limited misconceptions. Although it is true that many AI-operated equipment is packed as a premium app, the reality is that AI has already allowed daily life at the income level of India. According to the annual status of the Education Report (ASER) 2024, 82% of children in rural India between the age of 14–16 know how to use a smartphone, and many are already engaged with AI, intentional or unknowingly, Vioce Assistant, Chatbots, Video recommendations and translation tools.
The one who is missing is not access, but directed, meaningful and important engagement.
Estimates from the Center for Responsible AI (CERAI) at the IIT, Madras and Central Square Foundation suggest that the initial risk for generative AI can be made accessible by using a low cost, commercially available devices operated by non-Service models. Such an exposure is designed for the use of about 45 minutes per week, including a 10 -minute chatbot interaction and two image generations per day. 100- 110 per student per year, when scaled to reach 10 million students. But to make this change really durable and avoid dependence on proprietary systems, India must invest in public digital infrastructure for AI in education.
Alternatively, a sovereign, indigenous 14-billion parameters for K-8 grade can be operated and maintained at a cost of almost almost almost 25- 30 per student per year (with increased investment for more than five years), to use one hour per day. An investment of 13–14 crore can be potentially scaling this model to serve three million K -8 students, with the ability to expand up to a large population. This indicates that the directed AI devices are both possible and scalable.
These infrastructure infrastructure laid the foundation for making safe, inclusive and reference-aware AI tools for investment classes. With the appropriate railing in the place, AI makes a lot of promises to reopen education in education as we know.
Myth 2: AI in education is just a passed technical tendency with a slight permanent effect.
This myth ignores the speed and ability of the developed role of AI in education. Objective-made AI is constantly emerging as a long-term environment of more effective, justified and responsible teaching systems.
When the idea is integrated by the idea, AI can personalize learning, can provide students with real -time response, and can generate those insights that help teachers better understand and support the progress of each learner. This enables differentiated instructions, especially valuable in classrooms with various learning levels, a common challenge in India’s public education system. The long -term effect of AI is already visible in classes around the world, which we learn, teach and innovate, indicate a fundamental change in it.
Myth 3: AI can change the role of teachers.
A common concern is that AI can change teachers. In fact, AI is an accessory tool that increases teaching by automating regular tasks such as grading and administration, adapting to the teachers’ time more meaningfully with students. The AI also complements the instructions through individual tuition and sewn support, with teachers required as guides and guardians for learners.
Instead of reducing its role, AI empowers teachers to be more effective and focus on each student’s learning. The future of education will be shaped from how AI complements and supports teachers, enhances their effects and helps every child to learn more effectively.
Myth 4: AI literacy is only relevant to technical professionals, koders and STEM students.
The AI literacy is beyond technical skills, including ideological understanding, important thinking and ethical awareness required to navigate the AI-run world. As AI integrates in education, health and social media, AI becomes original as understanding and questioning, reading or arithmetic.
Therefore, AI literacy should be expanded beyond STEM classes to reach teachers, students, policy makers and communities. This is a fundamental requirement for AI adoption and future skill development. Ai viewed through the lens of AI qualification, a three-level model is useful:
- AI Literacy – Basic understanding and responsible use for all
- AI skilling-different businesses for domain-relevant flows; And
- AI Maharat – deep expertise for AI developers and researchers.
AI Samarth, CSF and IIT recognize the first type of large scale AI literacy initiative launched by Madras, founder AI recognizes the immediate need to create awareness and promote responsible use. The purpose of AI Samarth is to cultivate a generation of notified, responsible and strong users.
Myth 5: AI literacy may not be a priority for low -income communities.
Children in rural and lower———–e are already engaged through smartphones and learning platforms with AI, often without fully understanding how these devices work or their credibility.
AI literacy is essential for these groups, as Sulabh AI provides scalable, individual solutions for challenges in low-purpose settings. Nevertheless, without adequate awareness, an increase in risk such as confidential concerns, misinformation and misuse.
Without significant understanding, students can unknowingly accept the AI output, potentially deteriorating inequality.
AI Samarth addresses it by providing relevant materials for students, parents and teachers in less communities in local languages, ensuring safe, informed and purposeful AI engagement. Similarly, rural women are working as data workers in Karya for the AI system-earning wages of about $ 20 per hour, about 20 times Indian minimums-how do low-income communities are not inactive recipients of AI, but active and aware to the global AI economy. Their participation underlines the importance of AI literacy, empowering individuals economically and meaningful to engage safe and meaningful with technologies.
India’s National Education Policy (NEP) calls for AI flow, digital skills and computational thinking in 2020 school courses. To feel this vision requires coordinated action from policy makers, teachers, technologists and civil society.
The goal is not only to adopt new devices, but to shape technology to maintain fairness, inclusion, safety and transparency. Important questions about the designer of AI, whose data is used, and who should be beneficial should direct this effort to direct that education is more equitable. As a scale of initiative, attention should be on the creation of strong public infrastructure, promoting local innovation, and providing AI literacy so that every learner can thrive in the AI-manual world.
AI is not a silver pill, but with the right intentions, investment and safety measures, it can be a powerful force to re-prepare India’s education system as justified, prepared for the future and re-preparing as learned.
This article b. Rabindran, Head, Wadhwani School of Data Science and AI (WSAI), India Institute of Technology, Madras and Gauri Gupta, have been written by the Project Director, Central Square Foundation.
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