New Delhi [India], July 9: Harsh Kapadia, Trustee of The HB Kapadia New High School, represented the institution at the prestigious Economic Times Annual Education Summit 2025 in New Delhi. The summit, themed “Fuelling the Education Economy with AI: The India Story”, brought together some of the country’s most influential voices in education, technology, and policymaking.

Sharing the stage with national leaders such as Sanjay Jain, Head of Google for Education, India, Aanchal Chopra, Regional Head, North, LinkedIn, Shishir Jaipuria, Chairman of Jaipuria Group of Schools, and Shantanu Prakash, Founder of Millennium Schools, Mr. Kapadia highlighted the critical role of Artificial Intelligence in shaping the future of Indian education.

In his remarks, Mr. Kapadia emphasised the urgent need to integrate AI into mainstream schooling. He also said that this will begin not with advanced algorithms but with teachers.

“AI does not begin with algorithms. It begins with empowered educators,” he said, calling for schools to prioritise teacher readiness alongside technological upgrades.

He elaborated on HBK’s progressive steps under its FuturEdge Program, a future-readiness initiative that integrates academics with emerging technologies and life skills.

“Artificial Intelligence will soon be as essential to education as electricity and the internet,” he said, emphasising that while AI is a powerful technological tool, its greatest impact lies in how teachers and students use it collaboratively. He noted that AI won’t replace teachers, but teachers who use AI will replace those who don’t.

His recommendations included weekly AI training periods for teachers, AI-infused school curriculum, infrastructure upgrades, and cross-industry collaborations to expose students to real-world applications of AI.

Mr. Kapadia shared that HBK has already begun incorporating AI into its school assemblies and is planning to introduce a dedicated “AI Period” in the academic calendar. The school is also conceptualising an annual “AI Fest” for students, where innovation and problem-solving will take centre stage. In terms of infrastructure, the school is actively upgrading classrooms with AI-enabled digital panels and computer labs designed for hands-on learning.

Calling for greater collaboration between schools and industry, Mr. Kapadia also proposed regular expert-led sessions with professionals from Google, LinkedIn, IBM, and AI startups.

Concluding his address, he reaffirmed HBK’s commitment to pioneering responsible and human-centred use of technology in education, saying, “AI is not a separate subject. It is a way of thinking, creating, and teaching. If we want future-ready students, we must begin with future-ready schools.”

In IITs, IIMs, and universities across the country, the use of AI sits in a grey zone. Earlier this year, IIM Kozhikode Director Prof Debashis Chatterjee said that there was no harm in using ChatGPT to write research papers. What started as a whisper has now become a larger question: not whether AI can be used, but how it should be.

Students and professors alike are now open to using it. Many already do, but without clear guidelines. The real issue now isn’t intent, but the lack of defined boundaries that need to be set.

Across India’s top institutions, including IITs, IIMs, and others, the debate is no longer theoretical. It’s practical; real; urgent. From IIT Delhi to IIM Sambalpur, from classrooms to coding labs, students and faculty are confronting the same reality: AI is not just here. It’s working. And it’s working fast.

“There’s no denying AI is here to stay, and the real question is not if it should be used, but how. Students are already using it to support their learning, so it’s vital they understand both its strengths and its limits, including ethical concerns and the cognitive cost of over-reliance,” said Professor Dr Srikanth Sugavanam, IIT Mandi, responding to a question to India Today Digital.

“Institutions shouldn’t restrict AI use, but they must set clear guardrails so that both teachers and students can navigate it responsibly,” he further added.

INITIATIVE BY IIT DELHI

In a changing but firm step, IIT Delhi has issued guidelines for the ethical use of AI by students and faculty. The institute conducted an internal survey before framing them. What they found was striking.

Over 80 percent of students admitted to using tools like ChatGPT, GitHub Copilot, Perplexity AI, Claude, and Chatbots.

On the other hand, more than half the faculty members said they too were using AI — some for drafting, some for coding, some for academic prep.

The new rules are not about banning AI. It is more about drawing a line that says: use it, but don’t outsource your thinking.

ON CAMPUS, A SHIFT IS UNDERWAY

At IIM Jammu, students say the policy is strict: no more than 10 percent AI use is allowed in any assignment.

One student put it simply: “We’re juggling lectures, committees, and eight assignments in three months. Every day feels like a new ball added to the juggling act. In that heat, AI feels like a bit of rain.”

They’re not exaggerating. There are tools now that can read PDFs aloud, prepare slide decks, even draft ideas. The moment you’re stuck, you can ‘chat’ your way out. The tools are easy, accessible, and, for many, essential.

But here’s the other side: some students now build their entire workflow around AI. They use AI to write, AI to humanise, AI to bypass AI detectors.

“Using of plagiarism detection tools, like Turnitin, which claim to detect the Gen-AI content. However, with Gen-AI being so fast evolving, it is difficult for these tools to keep up with its pace. We don’t have a detailed policy framework to clearly distinguish between the ethical and lazy use of Gen-AI,” said Prof Dr Indu Joshi, IIT Mandi.

NOT WHAT AI DOES, BUT WHAT IT REPLACES

At IIM Sambalpur, the administration isn’t trying to hold back AI. They’re embracing it. The institute divides AI use into three pillars:

• Cognitive automation – for tasks like writing and coding
• Cognitive insight – for performance assessment
• Cognitive engagement – for interaction and feedback

Students are encouraged to use AI tools, but with one condition: transparency. They must declare their sources. If AI is used, it must be cited. Unacknowledged use is academic fraud.

“At IIM Sambalpur, we do not prohibit AI tools for research, writing, or coding. We encourage students to use technology as much as possible to enhance their performance. AI is intended to help enhance, not shortcut,” IIM Sambalpur Director Professor Mahadeo Jaiswal told India Today.

But even as tools evolve, a deeper issue is emerging: Are students losing the ability to think for themselves?

MIT’s recent research says yes, too much dependence on AI weakens critical thinking.

It slows down the brain’s ability to analyse, compare, question, and argue. And these are the very skills institutions are supposed to build.

“AI has levelled the field. Earlier, students in small towns didn’t have mentors or exposure. Now, they can train for interviews, get feedback, build skills, all online. But it depends how you use it,” said Samarth Bhardwaj, an IIM Jammu student.

TEACHERS ARE UNDER PRESSURE TOO

The faculty are not immune any more. AI is now turning mentor and performing stuff that even teachers cannot do. With AI around, teaching methods must change.

The old model — assign, submit, grade — works no more. Now, there’s a shift toward ‘guide on the side’ teaching.

Less lecture, more interaction. Instead of essays, group discussions. Instead of theory, hackathons.

It is all about creating real-world learning environments where students must think, talk, solve, and explain why they did what they did. AI can assist, but not answer for them.

SO, WHERE IS THE LINE?

There’s no clear national rule yet. But the broad consensus across IITs and IIMs is this:

• AI should help, not replace.

• Declare what you used.

• Learn, don’t just complete.

Experts like John J Kennedy, former dean at Christ University, say India needs a forward-looking framework.

Not one that fears AI, but one that defines boundaries, teaches ethics, and rewards original thinking.

Today’s students know they can’t ignore AI. Not in tier-1 cities. Not in tier-2 towns either.

Institutions will keep debating policies. Tools will keep evolving. But for students, and teachers, the real test will be one of discipline, not access. Of intent, not ability.

Because AI can do a lot. But it cannot ask the questions that matter.

– Ends

In the clever changing landscape of creative industries, the lines between disciplines are increasingly blurred. The rapid pace of change in technology, culture, and industry has left higher education grappling with a fundamental challenge: how can institutions prepare students for careers that may not yet exist and how to adapt when the sector changes? 

At the Academy of Contemporary Music (ACM), this challenge is met head-on with an approach that doesn’t just adapt to industry trends but anticipates them. Our interdisciplinary provision is a response to a pressing need in the education sector: to go beyond rigid, siloed curricula and embrace a model that mirrors the realities of the creative world. It’s built around a rapid development cycle that brings students, academics, thought leaders, and industry professionals together in a draw demand model. 

Today’s students aren’t just looking for qualifications – they are seeking experiences, networks, and skills that translate directly into professional success. This generation is defined by their adaptability, their desire for creative autonomy, and their need for learning environments that offer more than just passive instruction. They want active, meaningful engagement. Content is no longer king, especially with the ubiquity of high quality online courses outside of the formal HE sector which anyone can access. Really, what the HE sector needs to respond to a a decentralisation of education. 

Today’s students aren’t just looking for qualifications – they are seeking experiences, networks, and skills that translate directly into professional success

But traditional higher education has often been slow to respond. While some institutions remain fixated on lectures and exams, ACM takes a different approach. Our courses are designed to be immersive and experiential, breaking down barriers between disciplines and fostering collaboration across creative fields. Whether it’s a music producer working alongside a game designer, or a songwriter teaming up with a digital marketer, our students learn by doing – and by doing together. 

Soft skills have long been undervalued in education, often dismissed as secondary to technical expertise. But in the creative industries – and beyond – they are critical. Communication, problem-solving, adaptability, and resilience are not just ‘nice to have’; they are essential for success. We know that all industries are changing and the need for agility, to be able to work as project stakeholders and managers, and leadership is essential irrespective of your field. 

At ACM, we don’t just teach these skills; we reframe them. Our students engage in industry-driven projects where they learn to lead, negotiate, collaborate, and solve complex problems in real-time. They are assessed not only on technical proficiency but on their ability to navigate group dynamics, deliver under pressure, and communicate effectively.

The challenge that we face is in making sure that these elements are not at odds with technical skill development and competencies. We believe that in higher education first and foremost as something wondrous, inquisitive, experiential, fulfilling, introspective, and deeply developmental to the individual. Those kind of graduates by their very nature are more likely to be not only employable but resilient, empathetic, ethically minded, critical thinking, and ready for any vocation they may choose. 

What sets ACM apart is not just what we teach, but how we teach it. Our partnerships with industry leaders – including Metropolis Studios in London – ensure that our students work in environments that directly reflect professional settings. They gain hands-on experience, solve real-world problems, and receive feedback from active professionals. They also have a brilliant time while they are doing this, and build long lasting relationships and networks which they will carry with them for the rest of their career. 

This goes beyond guest lectures or industry visits. Our curriculum is co-designed with industry partners, who help shape course content, set project briefs, and provide mentorship. This means that our graduates are not just familiar with industry practices; they have already operated within them – our ultimate goal is to completely dissolve the boundary between education and industry for our students and partners. Our role at ACM, as much as it is to provide excellent quality teaching and learning, is that of a facilitator. 

We understand that no two students are the same. That’s why our programmes are flexible and modular, allowing learners to tailor their education to their ambitions. From digital micro-credentials that certify specific skills to interdisciplinary projects that span multiple fields, ACM offers a personalised, career-focused learning experience. Our students graduate with more than just degrees – they leave with portfolios of work, professional networks, and the confidence to navigate an uncertain future.

Higher education is at a crossroads. As industries transform, so too must the institutions that prepare their talent. ACM’s interdisciplinary, industry-integrated approach is our answer to this challenge, ensuring that our graduates are not only equipped to succeed – they are prepared to lead.

About the author: Tom Williams is executive dean of education at ACM. Tom is an education leader and specialist with over twelve years experience in higher education working in both the public and private sector across a range of departments and roles. Tom is passionate about developing education practices to dissolve the barrier between education and industry. His expertise is in music and the wider creative industries, as both an educator, researcher and practitioner of twenty years. Tom is currently the Executive Dean of Education at the Academy of Contemporary Music in the UK.