A Study on the Educational Foundations of Artificial Intelligence Integration in Indian Classrooms

Abstract

Artificial Intelligence (AI) has emerged as a transformative force redefining global educational ecosystems, yet its meaningful integration within Indian classrooms requires a foundational understanding that goes beyond technological enthusiasm. This review paper critically examines the educational, pedagogical, infrastructural, and socio-cultural foundations necessary for embedding AI within India’s diverse schooling landscape. The study synthesises theoretical perspectives, constructivism, connectivism, personalised learning theory, cognitive load theory, and human–machine collaboration models, to establish how AI-enabled tools can be pedagogically aligned with contemporary learning needs. It further analyses India’s evolving policy ecosystem, including the National Education Policy (NEP 2020), the Digital India initiative, and AI-for-All programmes, situating AI adoption within national priorities and systemic constraints. Through an exploration of teacher readiness, ethical concerns, digital divides, infrastructural disparities, and cultural considerations, the paper highlights the conditions that shape AI’s feasibility and effectiveness in real classroom environments. The review identifies that AI possesses significant potential to personalise learning, enhance assessment precision, support differentiated instruction, and augment teacher capabilities; however, its success depends on the interplay of policy support, ethical safeguards, contextualisation to linguistic and cultural diversity, and sustained teacher professional development. The paper concludes by proposing that AI integration in India must remain rooted in human-centred design, equitable access, and pedagogically sound implementation strategies to ensure AI becomes a tool for educational empowerment rather than another layer of inequality.