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ERIC Number: EJ1434320
Record Type: Journal
Publication Date: 2024-Jun
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2013-9144
Available Date: N/A
Transforming and Reforming the Indian Education System with Artificial Intelligence
Prerna Sihag; Vibha
Digital Education Review, n45 p98-105 2024
India's growing economy and population proves its significant stake in the Artificial Intelligence (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 AI in India's education sector through various policy measures. According to the findings, AI 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.
Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A
Author Affiliations: N/A