AI Impact on Learning and Development in the Indian Educational Institution with Specific to Rajasthan Region

Abstract

Purpose: This study investigates the perceptions and attitudes of students and faculty within Indian educational institutions towards the integration of Artificial Intelligence (AI) in learning and development. It aims to gauge the level of familiarity with AI in education, experiences with AI-driven tools, beliefs regarding its potential to enhance personalized learning, and concerns regarding ethical considerations. Additionally, the study explores opinions on the challenges and opportunities associated with AI adoption in education.

Design: A descriptive research design was used with primary data collection through a questionnaire circulated among respondents within various educational campuses. The questionnaire comprised multiple-choice questions framed on likert scale addressing various aspects of AI's impact on education, including familiarity, experiences, perceptions of potential applications, concerns, willingness to embrace changes, challenges hindering adoption, and envisioned future implications were circulated among 99 educators and 299 students based on convenience sampling technique who are studying in Under Graduate Programme of the Universities of Rajasthan. The Human-AI Collaboration for Enhanced Pedagogy theory was used and acts as a guide for the educators and learners to integrate the AI co- creation into teaching and learning process.

Findings: The study revealed that the there is a varied level of familiarity with AI in education among the respondents and have a positive attitude towards application of AI from educators who identified privacy and the potential of AI which will enhance the personalized learning experiences and improve access to education. However, the respondents showed concerns regarding biases in AI algorithms, data privacy, and the exacerbation of educational inequality persist. Challenges hindering widespread adoption include limited funding, resistance from educators, privacy concerns, and a lack of understanding of AI technologies.

Limitations: This study includes a relatively small sample size confined to college campuses, potentially limiting the generalizability of findings. Additionally, the questionnaire format may have restricted the depth of responses, and self-reporting bias could have influenced the accuracy of data collected. Furthermore, the study's focus on perceptions and attitudes may not fully capture the complex dynamics involved in AI integration in education.

Scope: The study highlights the need for further research to address identified limitations and deepen understanding of AI's role in education. Future studies could employ larger and more diverse samples to enhance the generalizability of findings. Additionally, qualitative research methods could provide richer insights into the nuanced perspectives of stakeholders. Research implications suggest the importance of on-going dialogue, collaboration, and interdisciplinary approaches to navigate the challenges and opportunities presented by AI in education.  

Implications: Insights from this study can act as a guideline for the policy-makers, curriculum developers, and strategic planners in the education Industry regarding the effective integration of AI in Indian educational institutions, promoting innovation and enhancing learning outcomes.