A blackboard that thinks, a tutor that responds: How AI is transforming education in India and beyond

Artificial intelligence (AI) is steadily changing how students learn, teachers deliver lessons and universities approach academic research. Once largely associated with computer science laboratories and technology companies, the technology is now entering primary school classrooms, influencing university curricula and creating new opportunities for professional education.

Across countries, educational institutions are experimenting with AI-powered teaching tools, interactive learning platforms, automated assessment systems and specialized courses.

Governments are also considering how children should learn about artificial intelligence, how teachers can use it responsibly and what skills students will need in an increasingly technology-driven world.

From China's interactive blackboards and Hong Kong's AI-enabled classrooms to Japan's proposed language-learning application and India's expanding school-level initiatives, these developments point to a wider transformation in education.

However, the transition is not without challenges. Concerns about student privacy, excessive dependence on technology, academic integrity and unequal access are raising important questions about how far AI should influence the learning process.

The classroom is becoming more interactive

AI is making classroom teaching more interactive by helping educators explain complex concepts visually. At the World Artificial Intelligence Conference 2026 in Shanghai, China's iFLYTEK demonstrated its Tongchuang AI Blackboard, which converts rough drawings into accurate geometric figures and interactive 3D models.

It can also recognize mathematical equations, generate graphs and allow students to rotate models, making abstract concepts easier to understand.

Hong Kong is exploring similar possibilities through digital pets, AI-powered learning platforms and companion robots.

At SKH Kei Oi Primary School, teachers have developed an AI-based virtual pet to introduce young students to budgeting and responsible spending. Children make financial decisions for the character, whose mood and savings change according to their choices.

The exercise turns an abstract financial concept into an interactive experience, helping students understand the consequences of their spending decisions.

AI is also being used to support children with special educational needs. At Hong Chi Winifred Mary Cheung Morninghope School in Hong Kong, humanoid and companion robots are helping students interact with technology and develop confidence.

The school is also developing customized digital platforms for students who may have difficulty speaking, typing or following conventional instructions. Enlarged text, preset answers and picture-based communication allow them to learn at their own pace.

These examples show that AI's classroom applications extend beyond explaining academic concepts. They can also support communication, engagement and more inclusive learning environments.

AI education is moving into younger classrooms

As AI becomes increasingly integrated into everyday life, governments are considering whether students should learn about the technology from their early school years rather than encounter it only in higher education.

Hong Kong plans to introduce a dedicated Information and Innovation Technology subject in primary schools from September 2028, covering AI, coding, robotics, computational thinking and digital literacy.

Students in Primary One to Six will have one 35-minute weekly lesson, learning to write prompts, identify inaccurate or biased AI responses and avoid excessive dependence on technology.

India is pursuing a similar direction, with several states introducing AI-related subjects, digital learning platforms and teacher training initiatives in government schools. These efforts reflect the growing emphasis on technology and skill development under the National Education Policy (NEP) 2020.

Punjab's Sarbat.AI project is among the more extensive initiatives. The state has announced plans to introduce AI as a mainstream subject from Class 1 to Class 12 across more than 25,000 public schools.

The first phase integrates AI into computer science syllabi for Classes 8 to 12. The second phase extends age-appropriate AI concepts, coding and computational thinking to Classes 1 to 7, with an emphasis on ethical AI education.

Kerala, meanwhile, is building on its established digital education ecosystem through the Kerala Infrastructure and Technology for Education (KITE). Its initiatives include developing a state-owned AI engine and a curriculum-aligned Retrieval-Augmented Generation (RAG) assistant.

The RAG-based system is intended to generate responses using vetted knowledge sources, helping reduce the risk of inaccurate information. Kerala is also offering AI Essentials online courses developed by local teachers using free and open-source software.

In Karnataka, AI has entered vocational education under the National Skills Qualification Framework (NSQF). Students in Classes 9 and 10 across more than 1,600 government schools can study the subject, with the option to choose it instead of a third language.

The curriculum connects AI with mathematical concepts such as statistics, calculus, linear algebra and probability. The state is also supporting the initiative through designated guest teachers and teacher-training programs.

Other states are exploring different ways to bring AI into everyday learning. Bihar's Vidya Saathi platform, developed in partnership with the Filo AI platform through the Bihar School Examination Board, provides students with round-the-clock academic assistance and support in resolving doubts.

Telangana and Andhra Pradesh have introduced AI NESTHAM, a gamified AI literacy platform designed for government school students from Classes 3 to 9. Telangana has also explored partnerships with technology providers to introduce structured AI learning modules and teacher training.

Tamil Nadu is incorporating foundational AI, coding and digital skills into school education. Its initiatives include tools such as Python, Scratch and Blockly to introduce students to programming and computational thinking.

AI adoption is also taking place beyond formal computer laboratories. Teachers in states including Uttar Pradesh, Jharkhand and Maharashtra are using generative AI tools on personal devices to prepare lesson plans, create worksheets and explain difficult topics.

These developments show that AI education is taking different forms across India. While some states are introducing structured curricula, others are using digital platforms to provide academic support or helping teachers incorporate AI into routine classroom activities.

The challenge will be to ensure that these initiatives reach students across different economic and geographical backgrounds without compromising foundational learning and independent reasoning.

Universities are investing in AI research and future talent

The transformation is extending to universities, where artificial intelligence is becoming an important area of research, institutional investment and academic collaboration.

Singapore has received more than US$6 million in new funding from Google to strengthen AI research and scientific innovation at the National University of Singapore (NUS), Nanyang Technological University (NTU) and INSEAD's Thrive Lab.

The investment covers several areas, including Alzheimer's disease research, AI safety, computing efficiency, regional language processing and the relationship between technology and society.

India is also witnessing greater industry participation in university-based AI research. IIT Delhi's Yardi School of Artificial Intelligence will receive approximately ₹9 crore under a four-year collaboration with Walmart Global Tech.

The partnership will support research in AI, machine learning and data science, alongside student fellowships, faculty development, teacher training and improvements in research infrastructure.

These investments demonstrate that AI education is not limited to teaching students how to operate new tools. Universities are also working to develop research capabilities, train future specialists and address the scientific, ethical and technological challenges associated with artificial intelligence.

AI is opening new pathways for language and professional learning

Beyond conventional academic subjects, AI is creating opportunities to make language learning and professional training more accessible and engaging.

Japan is developing an AI-powered language-learning app, targeted for completion in fiscal 2028, that will let international users practice Japanese with popular anime and manga characters.

The initiative builds on the popularity of Japanese entertainment, which 61.3% of overseas learners cited as a motivation for studying the language in a 2024 survey. The Japan Foundation plans to feature licensed characters with copyright holders' permission.

AI is also influencing professional and technical education in India. IIT Roorkee's Electronics and Information Communication Technology (EICT) Academy has introduced six-week winter training and internship programs covering generative AI, prompt engineering, machine learning, agentic AI, data science, full-stack web development and the Internet of Things.

The online programs are open to students and working professionals from different academic backgrounds, including those without prior coding experience.

Other IITs and IIMs also offer AI-related academic and professional programs, including undergraduate degrees, executive certificates, postgraduate qualifications and specialized courses for working professionals.

These opportunities reflect the growing demand for technical knowledge beyond traditional computer science degrees. Students and professionals can explore generative AI, data analytics, machine learning and AI applications in business through different academic pathways.

The expansion of AI is raising questions about privacy and independent thinking

Despite its potential, the growing use of artificial intelligence in education has exposed concerns about how the technology is introduced and monitored.

An AI-powered classroom monitoring system at China's Nanjing University faced criticism for tracking students' attention through live footage, attendance statistics and a head-up rate.

Concerns over privacy, biometric data and consent prompted the university to clarify that it had stopped calculating the metric and did not collect biometric data without authorization. The incident raised concerns about excessive surveillance in education.

Questions about institutional control are also emerging elsewhere. Google has revised its approach to AI products in schools, requiring administrators to explicitly enable tools such as Gemini for K-12 student accounts.

However, the policy also links access to Google Search through school accounts with the activation of its AI products. The decision has attracted criticism from children's rights advocates and education authorities concerned about student exposure to AI and the influence of technology companies in schools.

Hong Kong educators are also reconsidering how students should be assessed when AI can generate written assignments and other completed work.

Teachers and researchers have argued that assessments should focus more on the process through which students reach an answer rather than evaluating only the final submission.

This could require schools to examine how students use AI, evaluate its responses and independently explain the work they submit.

Teachers must remain central to AI-driven education

The debate over technology and human involvement was also central to the ASEAN-China Dialogue on AI and Digital Education held in Hanoi on November 2, 2026.

Education leaders, researchers and policymakers from the two regions emphasized that artificial intelligence should complement teachers rather than replace their responsibilities.

AI can help educators analyze information, prepare lesson plans, develop personalized learning experiences and reduce administrative workloads. However, decisions about teaching methods, understanding individual learning requirements and supporting students' overall development continue to require human judgment.

India is also taking steps to address concerns around responsible AI development. The Ministry of Electronics and Information Technology has introduced the Handbook on Data Empowerment and Protection Architecture (DEPA) for AI Training.

The framework aims to allow organizations to contribute information for AI development without transferring their original datasets or surrendering control over their use.

Its underlying principle was explained by Principal Scientific Adviser to the Government of India Ajay Kumar Sood: "Under DEPA, the model travels to the data, rather than the data travelling to the model."

By establishing safeguards for data access, permissions and usage, the framework seeks to encourage collaboration while protecting privacy, confidentiality and ownership.

The future of education will depend on how AI is used

Developments across education systems suggest that artificial intelligence is becoming more than an additional classroom tool. It is influencing curriculum design, academic research, professional training, student assessment and institutional policies.

However, introducing advanced technology does not automatically translate into better learning outcomes. The effectiveness of AI-based education will depend on whether students understand concepts more clearly, develop independent thinking and acquire skills they can apply beyond digital platforms.

For India, the challenge is particularly complex. Expanding AI education will require investment in digital infrastructure, affordable technology, teacher training and safeguards for student information.

Schools must also ensure that students from rural and underserved communities are not left behind as technology becomes a more prominent part of education. Access to devices and reliable internet, along with teachers equipped to use AI effectively, will influence how evenly these initiatives benefit learners.

Ultimately, the future of education will not be determined simply by how many AI tools schools adopt or how quickly universities introduce new courses. It will depend on how effectively institutions combine technological innovation with human guidance, critical thinking and meaningful learning.

Artificial intelligence may change how knowledge is delivered, accessed and explored. But ensuring that students know how to question, understand and apply that knowledge will remain one of education's most important responsibilities.