Ethics & Policy
From Textbooks to Tech: How Indian Schools are Embracing AI in Education
From Textbooks to Tech: How Indian Schools are Embracing AI in Education
Photo : iStock
Artificial Intelligence (AI) and Machine Learning (ML) are no longer distant technological concepts. These are reshaping the way we live, work, and even learn. Recognising the potential, the Union Education Minister Dharmendra Pradhan recently said that it is important to bring these new tools into our classrooms, so that students can be ready for the future.
In 2022, UNESCO, too, had launched a report on how AI could change the Indian classrooms. Titled ‘State of the Education Report (SOER) for India: Artificial Intelligence in Education – Here, There and Everywhere’, the report stated that to responsibly integrate Artificial Intelligence in education, it is essential to prioritise ethics, establish a comprehensive regulatory framework, and foster strong public-private partnerships.
In response to this call, schools across the country are stepping up.
“Introducing AI and ML has significantly transformed our students’ learning experience. These technologies personalize learning, enhance critical thinking, and build future-ready skills,” Ajay Singh, Principal of The Scindia School told Times Now Digital. He notes that students now engage in real-world projects, such as drone initiatives, where they apply AI concepts hands-on, reflecting both innovation and leadership.
While schools are now starting to embrace AI as a part of the curricula, experts believe that AI should be introduced from the foundational years. “It demystifies technology and sparks curiosity, analytical thinking, and problem-solving abilities early on. Our educational resources must reflect the skills the future demands,” said Pallavi Upadhyaya, Principal, DPS Raj Nagar Extension.
With a changing world and employers seeking AI-savvy talent, Indian schools are coming to terms with the fact that integrating AI in school education is not just timely, but essential.
However, educators are cautious that only age-appropriate AI content can equip students for a world where automation, data science, and intelligent systems will touch nearly every profession.
AI: A Tool for All Learners, Not Just High Achievers
Sadly, some schools are restricting AI learning to students who score above 80 per cent, while others oppose this practice. Times Now Digital learned that many schools advocate for differentiated learning approaches, where students explore AI based on their interests and learning styles, rather than rigid performance thresholds. “Limiting AI education to high scorers undermines the purpose of education,” said the DPS principal Pallavi.
Many experts believe that AI can enhance learning outcomes by engaging diverse learners in creative and analytical ways. “Artificial intelligence is not just for top performers—it’s a foundational tool that all students should access. Restricting access can dampen curiosity and discourage students who might have a natural inclination but haven’t yet excelled academically,” Singh added.
Preparing Educators for AI Era
Equipping students with AI skills begins with preparing teachers. With this in mind, schools are investing in faculty training to ensure they can deliver AI education effectively. In December 2024, the Delhi Government announced plans to set up Artificial Intelligence (AI) Labs in select schools. The State Council of Educational Research and Training (SCERT) is also known to be developing Artificial Intelligence-related courses.
Private schools are also joining this movement. Mukta Rana, who is a Sanskrit teacher at Mayur School was thrilled to share how the students and teachers are using AI and technology for education. “Earlier we used to go to Computer or Science labs once a week, now every class has separate labs and we as teachers focus more on the practical aspects. Can you believe class 6 students are making robots? All of us were amazed to see this talent at such a young age,” she said.
At DPS, educators have undergone certifications and workshops conducted by CBSE, IBM, Intel, and other platforms. Regular in-house sessions and collaborations with tech industry experts help keep the faculty updated with the latest developments.
Scindia School also prioritises faculty training. “Our teachers are trained to present complex AI concepts in simplified, age-appropriate ways. We invest in continuous upskilling to align our teaching with global standards” said Singh.
Anju Soni, Principal, Shiv Nadar School, Noida said, “Integrating AI in textbooks is essential because it enables students to receive immediate feedback and course corrections, creating a closed feedback loop that enhances learning. Our educators actively use AI tools such as Diffit and Khanmigo to support both teaching and learning processes. Additionally, some assignments are specifically designed to allow students to use AI as a tool for exploring critical and creative thinking, fostering innovation while developing essential 21st-century skills.“
AI in Education: Opportunities and Challenges
The integration of AI into education opens new avenues for interdisciplinary learning, innovation, and global employability. However, it also presents challenges. Schools will need to upgrade infrastructure, update curriculum as well as train teachers to keep pace with rapidly evolving technologies.
Arav, a class 5 student of a private school in Patna shared that his school lacks basic infrastructure.”We only have 1 Computer class a week and there too teachers get busy explaining parts of the computer and ask us to draw on MS Paint. My Computer textbook chapter includes MS Logo and many other things, but all we are asked to do is to maintain discipline and draw on MS Paint every week.”
Personally, though, he uses AI for help and basic information. “I think AI is much better than Wikipedia, at least I get to know if the source is authentic or not. I do use AI to help me write essays and slogans.”
Another class 12 student from Delhi, Yash, offered a different perspective. He highlighted how integrated technology has taken place in both his academic and personal life.“I use AI tools not just for school projects and homework but also for learning things. I am curious about, like coding and graphic design. At school, we use it in computer class and even in science experiments. At home, I ask AI to suggest answers, It’s like having a smart helper all the time.”
Parents, too, need to be trained for this shift of technology. Orientation sessions can help parents understand AI’s relevance beyond screen time and gaming. They should be taught about its potential to equip their children for a complex future. The key will be to ensure equitable access to AI education and maintain a balance between technological advancement and core human values.
At many schools, this balance is already taking shape. AI is not a replacement for human educators but it is a powerful tool to support personalized learning, spark innovation, and uphold their legacy of holistic excellence.
Ethics & Policy
Experts gather to discuss ethics, AI and the future of publishing
Publishing stands at a pivotal juncture, said Jeremy North, president of Global Book Business at Taylor & Francis Group, addressing delegates at the 3rd International Conference on Publishing Education in Beijing. Digital intelligence is fundamentally transforming the sector — and this revolution will inevitably create “AI winners and losers”.
True winners, he argued, will be those who embrace AI not as a replacement for human insight but as a tool that strengthens publishing’s core mission: connecting people through knowledge. The key is balance, North said, using AI to enhance creativity without diminishing human judgment or critical thinking.
This vision set the tone for the event where the Association for International Publishing Education was officially launched — the world’s first global alliance dedicated to advancing publishing education through international collaboration.
Unveiled at the conference cohosted by the Beijing Institute of Graphic Communication and the Publishers Association of China, the AIPE brings together nearly 50 member organizations with a mission to foster joint research, training, and innovation in publishing education.
Tian Zhongli, president of BIGC, stressed the need to anchor publishing education in ethics and humanistic values and reaffirmed BIGC’s commitment to building a global talent platform through AIPE.
BIGC will deepen academic-industry collaboration through AIPE to provide a premium platform for nurturing high-level, holistic, and internationally competent publishing talent, he added.
Zhang Xin, secretary of the CPC Committee at BIGC, emphasized that AIPE is expected to help globalize Chinese publishing scholarships, contribute new ideas to the industry, and cultivate a new generation of publishing professionals for the digital era.
Themed “Mutual Learning and Cooperation: New Ecology of International Publishing Education in the Digital Intelligence Era”, the conference also tackled a wide range of challenges and opportunities brought on by AI — from ethical concerns and content ownership to protecting human creativity and rethinking publishing values in higher education.
Wu Shulin, president of the Publishers Association of China, cautioned that while AI brings major opportunities, “we must not overlook the ethical and security problems it introduces”.
Catriona Stevenson, deputy CEO of the UK Publishers Association, echoed this sentiment. She highlighted how British publishers are adopting AI to amplify human creativity and productivity, while calling for global cooperation to protect intellectual property and combat AI tool infringement.
The conference aims to explore innovative pathways for the publishing industry and education reform, discuss emerging technological trends, advance higher education philosophies and talent development models, promote global academic exchange and collaboration, and empower knowledge production and dissemination through publishing education in the digital intelligence era.
yangyangs@chinadaily.com.cn
Ethics & Policy
Experts gather to discuss ethics, AI and the future of publishing
Publishing stands at a pivotal juncture, said Jeremy North, president of Global Book Business at Taylor & Francis Group, addressing delegates at the 3rd International Conference on Publishing Education in Beijing. Digital intelligence is fundamentally transforming the sector — and this revolution will inevitably create “AI winners and losers”.
True winners, he argued, will be those who embrace AI not as a replacement for human insight but as a tool that strengthens publishing”s core mission: connecting people through knowledge. The key is balance, North said, using AI to enhance creativity without diminishing human judgment or critical thinking.
This vision set the tone for the event where the Association for International Publishing Education was officially launched — the world’s first global alliance dedicated to advancing publishing education through international collaboration.
Unveiled at the conference cohosted by the Beijing Institute of Graphic Communication and the Publishers Association of China, the AIPE brings together nearly 50 member organizations with a mission to foster joint research, training, and innovation in publishing education.
Tian Zhongli, president of BIGC, stressed the need to anchor publishing education in ethics and humanistic values and reaffirmed BIGC’s commitment to building a global talent platform through AIPE.
BIGC will deepen academic-industry collaboration through AIPE to provide a premium platform for nurturing high-level, holistic, and internationally competent publishing talent, he added.
Zhang Xin, secretary of the CPC Committee at BIGC, emphasized that AIPE is expected to help globalize Chinese publishing scholarships, contribute new ideas to the industry, and cultivate a new generation of publishing professionals for the digital era.
Themed “Mutual Learning and Cooperation: New Ecology of International Publishing Education in the Digital Intelligence Era”, the conference also tackled a wide range of challenges and opportunities brought on by AI — from ethical concerns and content ownership to protecting human creativity and rethinking publishing values in higher education.
Wu Shulin, president of the Publishers Association of China, cautioned that while AI brings major opportunities, “we must not overlook the ethical and security problems it introduces”.
Catriona Stevenson, deputy CEO of the UK Publishers Association, echoed this sentiment. She highlighted how British publishers are adopting AI to amplify human creativity and productivity, while calling for global cooperation to protect intellectual property and combat AI tool infringement.
The conference aims to explore innovative pathways for the publishing industry and education reform, discuss emerging technological trends, advance higher education philosophies and talent development models, promote global academic exchange and collaboration, and empower knowledge production and dissemination through publishing education in the digital intelligence era.
yangyangs@chinadaily.com.cn
Ethics & Policy
Lavender’s Role in Targeting Civilians in Gaza
The world today is war-torn, starting with Russia’s attacks on Ukraine to Israel’s devastation in Palestine and now in Iran, putting the entire West Asia in jeopardy.
The geometrics of war has completely changed, from Blitzkrieg (lightning war) in World War II to the use of sophisticated and technologically driven missiles in these latest armed conflicts. The most recent wars are being driven by use of artificial intelligence (AI) to narrow down potential targets.
There have been multiple evidences which indicate that Israeli forces have deployed novel AI-driven targeting tools in Gaza. One system, nicknamed “Lavender” is an AI-enabled database that assigns risk scores to Gazans based on patterns in their personal data (communication, social connections) to identify “suspected Hamas or Islamic Jihad operatives”. Lavender has flagged up to 37,000 Palestinians as potential targets early in the war.
A second system, “Where is Daddy?”, uses mobile phone location tracking to notify operators when a marked individual is at home. The initial strikes using these automated generated systems targeted individuals in their private homes on the pretext of targeting the terrorists. But innocent women and young children also lost their lives in these attacks. This technology was developed as a replacement of human acumen and strategy to identify and target the suspects.
According to the Humans Rights Watch report (2024), around 70 per cent of people who have lost lives were women and children. The United Nations agency has also verified the details of 8,119 victims killed in Gaza from November 2023 to April 2024. The report showed that 44 per cent of the victims were children and 26 per cent were women. The humans are merely at the mercy of this sophisticated technology that identified the suspected militants and targeted them.
The use of AI-based tools like “Lavender” and “Where’s Daddy?” by Israel in its war against Palestine raises serious questions about the commitment of countries to the international legal framework and the ethics of war. Use of such sophisticated AI targeted tools puts the weaker nations at the dictate of the powerful nations who can use these technologies to inflict suffering for the non-combatants.
The international humanitarian law (IHL) and international human rights law (IHRL) play a critical yet complex role in the context of AI during conflict situations such as the Israel-Palestine Conflict. Such AI-based warfare violates the international legal framework principles of distinction, proportionality and precaution.
The AI systems do not inherently know who is a combatant. Investigations report that Lavender had an error rate on the order of 10 per cent and routinely flagged non-combatants (police, aid workers, people who merely shared a name with militants). The reported practice of pre-authorising dozens of civilian deaths per strike grossly violates the proportionality rule.
An attack is illegal if incidental civilian loss is “excessive” in relation to military gain. For example, one source noted that each kill-list target came with an allowed “collateral damage degree” (often 15–20) regardless of the specific context. Allowing such broad civilian loss per target contradicts IHL’s core balancing test (ICRC Rule 14).
The AI-driven process has eliminated normal safeguards (verification, warnings, retargeting). IHRL continues to apply alongside IHL in armed conflict contexts. In particular, the right to life (ICCPR Article 6) obliges states to prevent arbitrary killing.
The International Court of Justice has held that while the right to life remains in force during war, an “arbitrary deprivation of life” must be assessed by reference to the laws of war. In practice, this means that IHL’s rules become the benchmark for whether killings are lawful.
However, even accepting lex specialis (law overriding general law), the reported AI strikes raise grave human rights concerns especially the Right to Life (ICCPR Art. 6) and Right to Privacy (ICCPR Art. 17).
Ethics of war, called ‘jus in bello’ in the legal parlance, based on the principles of proportionality (anticipated moral cost of war) and differentiation (between combatants and non-combatants) has also been violated. Article 51(5) of Additional Protocol I of the 1977 Geneva Convention said that “an attack is disproportionate, and thus indiscriminate, if it may be expected to cause incidental loss of civilian life, injury to civilians, damage to civilian objects, or a combination thereof, which would be excessive in relation to the concrete and military advantage”.
The Israel Defense Forces have been indiscriminately using AI to target potential targets. These targets though aimed at targeting militants have been extended to the non-military targets also, thus causing casualties to the civilians and non-combatants. Methods used in a war is like a trigger which once warded off is extremely difficult to retract and reconcile. Such unethical action creates more fault lines and any alternate attempt at peace resolution and mediation becomes extremely difficult.
The documented features of systems like Lavender and Where’s Daddy, based on automated kill lists, minimal human oversight, fixed civilian casualty “quotas” and use of imprecise munitions against suspects in homes — appear to contravene the legal and ethical principles.
Unless rigorously constrained, such tools risk turning warfare into arbitrary slaughter of civilians, undermining the core humanitarian goals of IHL and ethics of war. Therefore, it is extremely important to streamline the unregulated use of AI in perpetuating war crimes as it undermines the legal and ethical considerations of humanity at large.
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