Year: 2026 | Month: March | Volume: 13 | Issue: 3 | Pages: 310-317
DOI: https://doi.org/10.52403/ijrr.20260336
Transforming Primary Education through Artificial Intelligence: Policy Vision and Pedagogical Challenges in India
Sourav Chatterjee
Research Scholar, Department of Education, Guru Ghasidas Vishwavidyalaya (A Central University), Bilaspur, Koni, C.G - 495009
ABSTRACT
Artificial Intelligence (AI) is simply transforming the world, in all aspects, including economies, society and how we learn, and this change is very relatable even in a college context. Even though universities still rely on higher education, they are seeing that as nations strive to more future-oriented schooling systems, exposure to artificial intelligence concepts, earlier in life, is becoming more important in shaping younger generations in our more digital, automated world. As a way of discussing why we need to introduce AI in the primary school curriculum of India, the paper relies on the National Education Policy (NEP) 2020 and the National Curriculum Framework of School Education (NCF-SE) 2023 as the frameworks to discuss the issue. It also examines the pedagogical advantages, structural barrier, ethical issues, and implementation plans of responsible, inclusive, and context-specific AI learning utilizing a policy-analysis approach. In a nutshell, it can be argued that AI, under the priorities of core learning and equity-oriented pedagogy, can transform classroom practice, enhance individualized learning, and equip students with early practical AI skills and critical ethical judgment.
This study focuses on the view of teacher educators regarding the incorporation of artificial intelligence in primary education with a spotlight on pedagogical readiness, ethical accountability, and professional metamorphosis. It claims that successful AI integration mainly hinges on developmentally suitable teacher education that goes hand in hand with the National Education Policy 2020 and the National Curriculum Framework for School Education 2023, thus making sure that the use of technology is to enable, and not replace, human, centered pedagogy. The research brings out that there is a need of critical AI literacy, AI implementation concentrating on fairness, and continuous professional development to enable teachers to be not only reflective but also ethically grounded practitioners of AI, supported classrooms.
Keywords: Artificial Intelligence, economies, society, NEP 2020, inclusive, accountability, professional metamorphosis
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