International Journal of Advanced Science and Technology

Possibilities and Challenges of Compounding Artificial Intelligence in

India’s Educational Landscape

Ashraf Alam
Department of Education ORCID: 0000-0001-6178-1187
University of Delhi, India E-mail: ashraf_alam@live.com
Website: www.doe.du.ac.in Website: www.ashrafalam.co.in

Abstract
The central purpose of this research is to identify the promises
that artificial intelligence (AI) holds for future of education in
India. For assessing this, qualitative study, lying within the
interpretive paradigm, was carried out with senior
management level personnel of top-performing EdTech
companies of India. Focussed group interviews, comprising of
three to five members in each of these companies were inquired
about the research objectives, thereby making a total of 306
senior managers, founders and directors, participating in the
study. Interviews were transcribed and emerging themes were
analysed for their content and discourse using NVivo and
Concordance software packages. The emerging findings
indicate that AI is very likely to revolutionize the educational
landscape in India and shall bring major disruptions in
traditional pedagogy. However, several compelling challenges
were also identified in the proliferation of artificial intelligence
in India’s educational landscape. This research, based on first-
hand account of experiences of top managers not only paves the
pathway for identifying challenges, but also provides
emancipatory way out in handling the emerging challenges Citation: Alam, A. (2020).
when AI expands exponentially in the country, in the coming Possibilities and Challenges of
times. Compounding Artificial Intelligence
in India’s Educational Landscape.
Keywords : Artificial Intelligence, EdTech, ICT, Technology International Journal of Advanced
based Teaching Learning. Science and Technology, 29(5), 5077-
5094.
International Journal of Advanced
Science and Technology CC-BY license:
Vol. 29, No. 5, (2020), pp. 5077 – 5094 http://creativecommons.org/licenses
/by/3.0/
ISSN : 2005-4238
Copyright ⓒ 2020 SERSC Received: Nov 29, 2019
Revised: Jan 05, 2020
OPEN ACCESS Accepted: Feb 12, 2020
Published: May 11, 2020

© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.

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International Journal of Advanced Science and Technology
1. Introduction
Artificial Intelligence (AI) is viewed as a
functional future in scientific and technological
world where people interact, learn, and exchange
ideas and viewpoints, in collaboration with soft
and hard technologies (Housman, 2018). The two
prominent capabilities often discussed about AI
include: (a) tasks repetitively and automatically
done by analyzing and consequently predicting
the outcome/s based on data labeled by humans,
and (b) enhancement of decision-making abilities
of humans by putting in problems, whose
answers are sought through algorithm/s
developed by human beings (Zhao & Feng, 2018).
AI, thus has this unique ability to learn from
commands and tasks it performs again and again,
thereby managing to come up with a pathway of
decisions and alternative solutions to choose
from (Ghahramani, 2015).
(Nabiyev, 2012) puts forth AI as the capacity of
a device governed by computers to come up with
solutions of tasks at hand in a humanly way and
exhibit potentialities such as giving reasons,
making meaning out of a certain context,
generalizing, and using past experiences to learn
novel ways of solving existing problems.
Similarly, (Russell & Norvig, 2003) delineated AI
as machine intelligence, or computational
intelligence, that encompasses sub areas where
concept formation in its truest sense takes place
and such peculiar tasks like playing the game of
chess, coming up with theorems in mathematics,
poetry writing, and diagnosis of diseases in
patients, could be executed with ease (Frasson &
Gauthier, 1990; Gemmell, Wenham, & Hauert,
2019; Goksel & Bozkurt, 2019; Han, 2018).
(Nilsson, 2014) has defined AI as the sum total of
all the algorithm-based constructions that copy
human intelligence as it is and also embraces the
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
cognitive intelligence theories like for example
the information-processing model and the
unprocessed data it receives from the user, which
is filtrated by one of the AI-based devices, it is
then formulated for its purposefulness, and its
processing is done before finally it becomes the
cooked data that bears the capability to meet the
requirements of humans (Holmes, Bialik, & Fadel,
2019; Hrastinski et al., 2019; Hunter, 2018;
Kavitha, Moorthy, Sudharshan, & Aarthi, 2018).
The evolutionary development of AI is
remarkable and the role it has played in human
lives is exceptional beyond doubt and that there
have been several proofs of its capability to think
the way we humans do which are demonstrated
in the development of AI-based applications that
have functioned as efficiently as we human beings
do, for instance, Google DeepMind’s
AlphaGo in 2016, experienced triumph over
one among the most adept “Go” players in the
world, a champion from South Korea, Lee Se-Dol.
The outcome of this tournament proved that a
true AI system is one that learns on its own and
has human-like thinking skills (Adams, 2017).
1.1. Technologies Supporting AI’s Vision
Artificial Intelligence as an advanced term for
computer intelligence, the beginning of whose
discussion started somewhere in the 1950s and
went along till 1980s, which eventually led to
coming up of a novel technology, between 1980s
and 2010, called Machine Learning (ML), wherein
acquisition of knowledge was made available
making use of algorithmic programmes and came
to the forefront of the agenda, and eventually,
post-2010, the emergence of Deep Learning was
witnessed, that was a path breaking technique
that used neural networks for the
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International Journal of Advanced Science and Technology
implementation of ML in accomplishment of the
staggeringly complicated thinking chores. ML is a
sub-branch of AI, which is an umbrella term.
(Dolci, 2017) has put forward AI as a concept that
makes us move towards the way we are heading,
instead of a place where we have already arrived;
henceforth specifying it in more precise terms is
all the more required, within the notional ambit
of ML. Based on observed data, machine learning
develops methods for computer systems to
enhance performance of assigned tasks
(Ghahramani, 2015).
Making use of machine learning, determination
of recognition of articles, facial configurations,
phrases, alphabetical characters, stock’s worth
and even buyer’s preferences can be done
(Gürsakal, 2017). In machine learning, future
predictions are made using the existing data.
More accurate information can be achieved using
ML algorithms if its training is done in the right
way (Kazimzade, Patzer, & Pinkwart, 2019;
Lawler, Lawler, & Yazdani, 1987; Lesgold, 2019;
Lu, Chen, Chen, Chen, & Zhuang, 2018; S. Luo,
2019). According to (Brynjolfsson & Mitchell,
2017), in several instances it is the algorithms
used by ML that have helped in training
computers for better accuracy, capability and
efficiency and are found to be comparatively
better to those where programming is done by
humans (p. 1531). In similar lines, (Gori, 2017)
conceives that machine learning is based on AI
models rooted largely in computational models to
construct agents that are intelligent for a given
learning task. (Copeland, 2016) believed ML to be
an approach where final prediction is reached on
involvement of steps of learning. In learning
systems of this kind, AI-based machine is trained,
to discharge a task by parsing data that has been
fed by the person using it. (Jordan & Mitchell,
2015) in their research states that machine
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Commons Attribution (CC-BY) 3.0 license.
learning as a subgroup of artificial learning, has
come up as the methodical option for the
development of softwares that are more practical
in nature, for computational sight, recognizing
phonics, putting the innate languages into
treatment, controlling by robots, and for several
diverse usages (p. 255). In order that everyone
can act on it, gathering of vivid data is made for
rendering accessibility to information on
products that are made available to people across
the globe (Malik, Tayal, & Vij, 2019; McArthur,
Lewis, & Bishary, 2005; Nagao, 2019; Nouri,
2019). As specifically described by (Alpaydin,
2016), the data in today’s day and age are no
more mere in numerical form; it comprises of
sequences of genes, video telecasting, textual
messages, ranks, effigies, images, sensor arrays,
click logs, frequencies, and ordered array of
testimonials. Data gathered are complex than
ever before. However, if we collect more data and
analyze it, we can make more accurate decisions.
(Jordan & Mitchell, 2015) found that that portable
gadgets and embedded computing allows
humongous quantities of different kinds of
information to be acquired about different
individuals, and making algorithmic programs on
ML to learn and derive meaning out of it leading
to customization of applications to facilitate their
demands and considerations (p. 257).
Instructions based on algorithms are
developed making use of mathematically and
statistically derived methodologies and rules
specifically coached for the accomplishment of
specific tasks (Pedro, Subosa, Rivas, & Valverde,
2019; Popenici & Kerr, 2017; Roll & Wylie, 2016;
Rosé et al., 2018; Schellinger, Williamson, & Mota,
2020). Characteristics of human beings is that
they engage in thinking, reasoning, and making
gumption of the surroundings she live in,
computers and other devices too are capable of
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International Journal of Advanced Science and Technology
doing the similar set of tasks and with time as
these computing machines enhance their
intelligence, they will then engage in serving
mankind and as their appearance is felt in several
domains, they eventually will get more
acceptance in the reality constructed by human
beings (Sekeroglu, Dimililer, & Tuncal, 2019;
Spiro, Bruce, & Brewer, 2017; Stanica, Dascalu,
Bodea, & Moldoveanu, 2018).
Deep Learning (DL) is the result of rapid
technological advancement and its origin is pretty
novel that lies within the ambit of ML involving a
complicated effort in unravelling the different
strata of human perceptual experiences and
cognitive understanding (Subrahmanyam &
Swathi, 2018; Takahashi & Vate-U-Lan, 2019;
Terzopoulos & Satratzemi, 2019; Tsai, Wang,
Peng, Huang, & Tsai, 2018). Sub-branch of ML is
DL and it was Alan Turing who in 1950
introduced it for the first time not as a technology
but as an abstract conceptual idea. Turing
researched mainly in the era where neural
networks had extensive prominence, eventually
giving importance to the constructs of thinking
abilities of computing systems and that machines
possessing similar traits as that being possessed
by humans, it evoked the sensory faculty in
humans making us believe that we are part of a
sci-fi movie, and that we are experiencing life
accompanying the affrighting circumstances,
disabling us in deciding whether the human being
with whom we are engaged in communication is a
real person with flesh and blood or an AI-
powered virtual device (Vivet & Lajoie, 1999;
Wai, 2016; F. Wang & Tao, 2018; Zawacki-Richter,
Marín, Bond, & Gouverneur, 2019).
As described by (Shaikh, 2017), DL is a specific
form of ML acquiring immense control and
possessing massive flexibleness by showcasing
knowledge and acquiring attributes thus
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Commons Attribution (CC-BY) 3.0 license.
representing the entire globe as a tightly fitted
hierarchical conception, defining every complex
constructs into uncomplicated conceptions,
computing excessively abstract presentations in
simpler terms with lesser abstractness.
(Copeland, 2016) posits that a lot many real-life
usages of ML are rendered capable by making use
of DL and that it has several layers, where mostly
all kinds of images and shapes are taken as inputs
in a particular order into the different strata of
neural networks. Passing previously done tasks
into varied layers till we reach out to get the
desired outcome lead to the production of final
output.
Contrary to ML technology, DL works on
certain extremely specialized tasks, including
classification of diverse kinds of images, as what
is done by Facebook with its face identification
tools, online merchandising, where forecasting is
done about consumers’ buying preferences, and
medical imaging for location of tumours or in
determination of their stage (Zeng, Kang, & Li,
2019; ZHANG & JI, 2018; Zhao, Li, & Feng, 2018).
Hence, with the rapid acceptance of DL and by
making use of neural network technology that
employs big data, we have reached a level of
accuracy that is comparable to humans.
Natural Language Processing (NLP), as
described by (Hirschberg & Manning, 2015), is
the subfield of computer engineering and is
related to the use of computational techniques for
learning, understanding, and producing contents
in languages that are used by humans. It is often
referred to as computational linguistics. From the
viewpoint of (Nabiyev, 2012), NLP is the domain
of engineering sciences for the design and
implementation of computers whose main
function is natural language analysis (p. 431).
Assistants perform tasks that are controlled by
softwares that have database algorithms which
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International Journal of Advanced Science and Technology

are optimized and highly expanded (Gonzalez et Questioning and seeking answers turns out to
al., 2017; Kandlhofer, Steinbauer, Hirschmugl- be a complicated task for virtual beings when the
Gaisch, & Huber, 2016; Sheikh & Fann, 2019; Siau, entities engaged in interaction are humans and
2017; Yacef, Caillaud, & Galy, 2018). machines (Anderson, 2019; Chui, 2019; Ee & Huh,
2018; Li & Liu, 2019; Verma, 2018). As has been
Most of the algorithmic programs where there
highlighted by (Nilsson, 2014), it is pretty tough
is involvement of assemblage of words in the
for computers to acquire the capability to
process, where searching is required, a
generate and understand fragmental pieces of
mechanism for controlling and for knowledge
languages that are naturally spoken by humans,
collection is necessitated in resolution of a
such as Hindi, Spanish or English, because of the
peculiar problem in a rule bound manner
obstructions posed in engagement with encoding
(Tanwar, Prasad, & Datta, 2014). Combining
and decoding. In recent past, focus of certain
human learning with machine reasoning aims at
researchers have been on creation of software
comprehending verbal and written commands
programs having the ability to comprehend
that are given by users thereby requires sound
words/phrases/sentences in English language,
text translation, automatic response system, and
few of them being ELIZA by Weizenbaum,
speech generation for its efficient working (Du
BASEBALL by Newell, SIR by Raphael, Shaw and
Boulay, Poulovassilis, Holmes, & Mavrikis, 2018;
Simon, SYNTHEX by Simmons, SAD SAM by
Li & Liu, 2019; Lin, Wooders, Wang, & Yuan,
Lindsay, and STUDENT by (Nilsson, 2009).
2018; Passonneau, McNamara, Muresan, & Perin,
2017; Yu, Ding, Li, Wang, & Liang, 2019). In their research, (LeCun, Bengio, & Hinton,
2015) have described at length the
Language as a medium of interaction is a
understanding of languages spoken by humans in
complex tool allowing for transmitting the
their everyday conversations as the field that
existent ideas and information using words.
requires to be visualized in the periphery of DL,
(Cambria & White, 2014) states that NLP is an
because for quite some time it along with simple
array of proficiencies in computational tasks that
reasoning are employed in handwriting and
are theory-motivated and are for analyzing and
speech recognition. The core idea behind DL is
representing languages spoken by humans, that
that if we can develop the ability of training a
too automatically, by making use of simulation
model comprising of diverse levels of
devices. (Kumar et al., 2016) in his work
representations for the optimization of the
discussed about the questioning and coming up
concluding goal, like for instance, superior
with its answers that involve processing of tasks
translational ability, it can then make the model
in a language commonly used in everyday life,
learn by itself, the in-between representations
which is complex and requires a deeper cognitive
that help ease the task to be pursued (Hirschberg
skills for deciphering the texts and the aptitude
& Manning, 2015).
required to argue based on applicable
conceptions (Duong et al., 2019; Gulson & Webb, The reasoning in support of DL is that novel
2017; Hinojo-Lucena, Aznar-Díaz, Cáceres-Reche, worldviews are required to substitute rule-
& Romero-Rodríguez, 2019; ITS, 2019; Wogu, governed handling of expressions that are
Misra, Olu-Owolabi, Assibong, & Udoh, 2018). symbolic in nature by the functionings on larger
vectors (LeCun et al., 2015). Recognizing sounds,

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Commons Attribution (CC-BY) 3.0 license.

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International Journal of Advanced Science and Technology
analyzing voices, and treatment of languages are
the general characteristics of IPAs. Henceforth,
visiting this conception to view the extent of its
capability lies in its understanding of and
interaction with humans (Cope & Kalantzis, 2019;
Irviani et al., 2019; Knox, Wang, & Gallagher,
2019; Pan, 2018; R. Wang, Reis-Jorge, Crosta,
Edwards, & Mudaliar, 2018).
For users of AI, life has become more
interesting with ever enhancing technological
developments and consequently routine activities
of daily life are accomplished with ease using
Intelligent Personal Assistants (IPAs). As has
been enunciated by (ENGE, 2017), the feature of
IPA is present since October 2011 on advanced
cell phones when Siri was launched, later Google
Now appeared in 2012 and following it Cortana
was introduced in 2013. Services that IPAs offer
are now part of our everyday experiences and are
developed within the ambit of AI, extensively
being used in businesses, educational institutions
and health care sectors (Garg, 2020; Kreutzer &
Sirrenberg, 2020; S. Luo, 2019; X. Luo & Xie,
2018; Schmitz, 2016; Tastimur, Karakose, & Akin,
2016).
It is a massive internet boom that has
revolutionized the cyber world and has brought a
novel worldview, where we see machines
communicating with people and vice versa
(Santos et al., 2016). Speech-based interaction of
the likes of this makes the users feel as if they are
in communication with real humans (Fu, 2019;
Goel, 2018; Pence, 2019; Tan, 2020; Tuomi,
2019). Lately, there has been a boost in AI and
technologies for Speech Recognition called the
Voice Assistant, often referred to as Intelligent
Personal Assistants, have garnered enhanced
popularity as a mechanism where humans
interact with machines (Han & Yang, 2018).
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Commons Attribution (CC-BY) 3.0 license.
Thus far the progress we humans have made
makes it pretty apparent that AI’s application is
not new to education and pedagogy (Bozkurt &
Göksel, 2018). (Johnson, Rickel, & Lester, 2000)
in their research have explicated how the agents
of teaching like STEVE (Soar Training Expert for
Virtual Environments) and ADELE (Agent for
Distance Learning: Light Edition) are setting out
to carry different jobs in astonishingly vivid
modes, and these tiny prototypic systems have
rapidly become part of our daily lives (p. 31). It is
a relatively recent phenomenon that
educationists have emphasized on using
technologies in classrooms (Hamid, Smith, &
Barzanji, 2017; Khaddage & Safi, 2019;
Khandelwal, Srinivasan, & Roy, 2019; Moye,
2019; Shang, 2019).
Considering smartphones, we see that it
extends several IPA application softwares on
varying platforms, such as Cortana on Windows,
Siri on IOS, My Assistant, Google Now, Google
Allo, Databot, Robin, Smart Voice Assistant on
Android, and Indigo (Lyra), most of it can be
employed for enhancement of English as a
language of interaction, to nurture skills required
for communication (Charisma & Suherman,
2018). The available IPAs have different traits
with regards to their hardware requirements,
interface designs, and the characteristics of
chores they are contrived and developed for
(Lopatovska & Arapakis, 2011). Henceforth,
every machine needs separate examination to
view in what possible ways the assigned work
serve in fostering English language acquisition
(Bin & Mandal, 2019; Kabir, 2019; Yang, Sun, &
Huang, 2019).
Devices that are voice-activated, an example of
it being Alexa, occupy the existent gaps in users’
knowledge, their needs pertaining to education,
societal belongingness, amusement and other
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International Journal of Advanced Science and Technology
needs; be that as it may, its emplacement and
unparalleled value in comparison to the
substitute IPAs (such as Google Assistant/Now
apps and Apple’s Siri) call for additional
investigation (Lopatovska & Arapakis, 2011).
Such similar researches have been carried out in
analyzing how IPAs employing commands over
voice, gestures with physical touch, and other
such interaction signals are excessively
efficacious, with regards to facilitation of
enhanced pragmatic ways to intercommunicate,
by making use of search dialogues.
(Kiseleva et al., 2016) emphasized that this
mannerism of reciprocal action is an excessively
innate way of communication and is oftentimes
quicker and overly convenient compared to
typing. IPAs are peculiarly expedient, handy and
accessible instrument that assist individuals who
are in hands-busy, eyes-busy condition that hold
back them their admittance to keyboards and/or
monitors (Nielsen-Englyst, 2003). In situations
like this, it is overly realistic to make use of IPAs
possessing voice recognition features, because
this would allow the users with a practical one-
to-one personal interactionism and a more
humane entity.
(Berkeley, 1959) posits that AI is the
technological development of modern era that
makes use of MI and rational ability similar to
that possessed by humans for processing through
historicity and data that are accessed
instantaneously for making weather forecasts,
advises, recommendations, proffers, findings and
conclusive decisions. AI is not a technology that
works independently in isolation but is rather an
amalgamation of large number of technologies,
statistically derived models, algorithms, rules,
methods and interfaces of objects (Lu & Burton,
2017; Newell & Simon, 1976). Recently, the
applications of AI in classroom learning has
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Commons Attribution (CC-BY) 3.0 license.
sprung up substantially throughout the world,
making use of the fact that information related to
learners have assumed a condition that is at our
disposal through everyday usage of Learning
Management Systems (LMSs).
Augmented Reality (AR) has resulted from
utilization of technology for superimposition of
information like images, texts and sounds on all
what we visualize and experience across the
world. Digital gadgets like cameras and
smartphones are quite often utilizing AR for live
viewing. Infiltration of AR in young peoples’ lives
could be seen with the enhanced popularity of
mobile games among them. Throughout the
world, in 2016, we saw how AR powered
'Pokémon Go' went sensational and as per the
reports of CNET it was estimated that more than
100 million people were using it then. As per
Forbes, it made an excess of two billion US
Dollars and counting.
Mixed Reality (MR) also called hybrid reality
comes from the blending of virtual and real
worlds in order to come up with newer
visualizations and such environments where
there is coexistence of digital and physical objects
and real time interactions. Few of the prominent
examples include when civil engineers are
required to ascertain pressure spots and to find
the minuses in the designs of bridges they
construct, or while studying brain's functions and
observing what could possibly happen when it is
under enormous stress. Virtual Reality describes
a computer-generated 3D environment that are
inquired into and communicated with by an
individual. The individual then forms an integral
part of both, the virtually immersed world as well
as of the inside of this real world surrounding and
although she is in both the places simultaneously,
she can still manipulate objects and can execute a
chain of skillfully controlled activities.
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Large sets of data that are analyzed making use
of computers are called big data. Usually, the
intention and function of big data lies in finding
the connections and patterns for the functioning
of complex systems and human behaviours by
relating it to the vast amount of data that is
gathered. Processes involved in collection and
analysis of such data and bringing forth insightful
understanding for efficient decision making is
called data analytics. Excessive appreciation that
the games of the likes of Pokemon Go garnered,
the excogitation of Augmented Reality (AR) need
not require any introduction. AR has pulled
together overweening popularity in the current
era of smartphones with the advent of
technologies like geo-tagging that enables the
superimposition of digital information onto a
particular location. AR involves marrying digitally
driven technology with user's physical
environment and eventually enriches one’s
experiences of real and physical environment by
application of digital information to real and life-
like situations. AR and VR provide a cortège of
assistances that are integrated for creation of
gaming softwares, enhancement in
productiveness, and management of the
audiences.
1.2. Purpose of the Research
The principle aim of this study is to investigate
and figure out whether AI, in future, has the
potential to revolutionize the educational
landscape of India by bringing major
disruptions in traditional pedagogy? In
synchronicity with this intent, the current study
attempts to respond and come up with solutions
of the concomitant questions: Does AI grip any
promise for the effectiveness in futurity of
teaching, pedagogy, learning, and education and if
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Commons Attribution (CC-BY) 3.0 license.
so, what are they? How can education system be
empowered by making use of AI? How are Indian
schools initiating to use AI, Cloud Computing, and
VR? How Indian universities are helped by AI in
designing of curriculum for future jobs that, as of
now, don't even exist? How can AI help in
checking of courses and identifying for
improvement? How can AI help educators in
amply identifying each learner’s strengths and
weaknesses and what all can be done to work
upon individual learners on a case by case basis?
Can the advanced version of AI-led test grading
system be employed for assessment of answers to
subjective questions? How are the recent
technological advancements shaping India's
learning space and what role does AR/VR play in
India’s contemporary education system? How
does AR work in India’s contemporaneous
education sector? What if India’s educational
curriculum in its entirety was grounded on
games, would that not be burden-less, playful,
gratifying and enjoyable way of acquisition of
knowledge? Now that it’s been very long that
acquisition of knowledge and information and
acquirement of skills and training is used in
operating aircraft, medicine and hospital
industry; will it take a long time to start using
games regularly in acquisition of knowledge by
India schools? To each components of digital
transformation, what are their academic
analogues? How AI in the education sector
market derive massive proceeds by companies of
the likes of IBM Corporation, Google Inc.,
Microsoft Corporation, IntelliResponse System
Inc., Quantum Adaptive Learning LLC, Next IT
Corporation? What possible implications of AI
could we predict for educating, training, and
developing teachers? How will an AI-based
classroom look like? Will this kind of AI-based
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International Journal of Advanced Science and Technology
education system help in reducing societal
inequalities?
2. Methodology and Methods
This qualitative study carried out 74 focus
group interviews with senior management of
India’s 34 top performing EdTech companies at a
mutually agreed-upon place; it was mostly
conference rooms of those companies or at a
nearby restaurant where the company’s offices
were located. Each focus group consisted of 3 to 5
members – a total of 306 senior
managers/founders/directors participated in the
interviews. These EdTech companies were
randomly selected from the list of all the top
performing EdTech companies operating in India.
From the body language of 19 odd participants
during the focus group interview, the researcher
drew that there is something that they will be
better off in saying to the researcher in person
and not in group. There are certain important
issues that participants find difficult articulating
in front of their peers and seniors and for such
cases attempts were made to talk to them for 5-
10 minutes in-person individually wherever
required and information gathered were
recorded in the research journal that the
researcher was carrying. This eventually
improved the trustworthiness of the data.
This was followed in all the seventy four, 4 to 7
member focus group interviews. It was
specifically taken care of that the 34 companies
chosen for the study were geographically
separated from one another - this was done to
ensure that the sample was a true representation
of India. Interviews were transcribed and those
themes that kept egressing and echoing were
keyed out. NVivo and Concordance softwares
were used in conduction of analysis of contents
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Commons Attribution (CC-BY) 3.0 license.
and discourses, making use of plane numeration
methods. Grounded theory approach was
employed using which thematic categorizations
of empirically derived data were done, using the
inductive approach. Validity checks allowed
apparent cogency of the authors’ experiential
accounts; assaying éclaircissement and
illustration of central ideas throughout the
interview process; and devotion of concentration
to aberrant illustrations, cases and examples
were done in extreme minute detail.
The participants were selected after being
granted due permission from the
directors/founders of the company. Researcher
met the senior management and/or experienced
executive level employees in their offices. Time
period of the study was 3 years and 1 month, i.e.,
from February 2016 till March 2019. Focused
group interviews were conducted through
schedules which were pre-designed as per the
objectives of the research. Semi-structured
designs were used in focussed group interviews.
The length of each interview was between 90 and
120 minutes. Participants were asked to
consecrate to concealment by not quoting what
other participants in their focus group discussed.
Participants were promised by the investigator of
prudence of what they revealed and were
inspired with confidence to be as frank,
forthright, blunt, and honest as existing in
possibility. Tape-recording of interviews were
done, they were then amply rewritten in different
script, and were examined for analysis by the
researcher.
Final analytical investigation disclosed that the
themes from the first two analyses, even though
they were contrastingly clubbed, excerpted
exactly identical situations and events from the
empirically derived data. This, the researcher
took as ratification of the basing of the
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International Journal of Advanced Science and Technology
investigation of the data. To include it as a theme,
affirming data were to be contained in focus
groups from all 34 companies and in all of the
focus groups. Indexing of the extracts of the
interviews were done, e.g., EdTech1, EdTech2,
etc. Participants represented a mix of both the
genders and their age varied from 29 to 66 years.
In order to prevent the identification of the
participating firms, participants were advised to
make anonymous the details of the firms and hide
any such materials that could lead to recognition
of their companies.
Researcher was an integral part of all the focus
group interviews, and ahead of each meeting, the
researcher explicated the agenda of the research.
It was clearly and categorically stated beforehand
that each of the participants will be anonymized.
After the interview got over, no contact was
established with the participants. Copies of the
transcripts were returned to the groups, and each
participant understood that if the content in it is
not what they intended to convey, the transcripts
in that case will be discarded and won’t be used
in the study. Separate analyses were done of
transcribed tapes of each of the interviews and
meetings. Grounded theory approach was used
by the researcher in the development of
theoretical and explanatory principles.
Coding of themes were done consistently and
robustly following grounded theory rules and all
the emerging themes directly supported the
verbatim data coming from the interviews.
Overarching aim of generating a theory from the
findings was never an objective of this study.
Probing questions were asked in the middle of
the focus group interviews so that they easily
open up and that no elements remain untouched.
To establish rapport and to make them feel at
ease, informal chit chat was done to attract their
interest and it was ensured to them that
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
whatever they say will be out in open
anonymously. These strategies were used to
stimulate healthy discussion during focussed
group interviews. Total of thirteen participants
refused to participate after reading through the
transcribed data, and 56 respondents did not
differ in key characteristics.
After all the members were communicated
about the goals and design of the research, a
consent letter was taken into possession from the
members for interviewing them and that they
were free to leave the focus group if they wish to,
at any stage of the research. Approvals were
obtained from 11 local ethics committees and in
order to shield the identity of the participants as
well as of the companies, and in order to do so
pseudonyms were rendered to them. Constant
comparative method (Bogdan & Biklen, 2003)
was used to analyze the transcribed verbatim
interviews. Data were analyzed inductively, and
identification of common themes and concepts
were done across experiences (Lincoln & Guba,
1985). Once the researcher was done with the
coding and the drawing up of the themes were
accomplished, comparison of all the themes were
done. It eventually resulted in final six themes for
the expatiated study. Although identification of
several codes was done, only the ones with
strongest bearing were expended (assorted with
more than 50% of the interview sample). The
array of codes that were with me in the
beginning, the excerptions were aggrouped and
gestated utilizing them and were then made part
of the adoption factors. Complemental codes and
constructs were, however, admitted if they were
to egress in the analysis.
After the initial coding was discharged, the
database of excerptions underneath every factor
was reread again and again to ascertain coherent
applications of excerpts and the factors were
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International Journal of Advanced Science and Technology
systematically framed. In the course of these
scrutinies, certain transfigurations to the coding
were brought in. As an example, certain excerpts
were situated underneath a dissimilar code.
Multiple techniques of data collection were
utilized blending focussed group interviews, in-
depth interviews, and naturalistic observation.
Investigator analyzed transcripts making use of
N5 (NUD*IST 5.0; QSR International, Melbourne)
accompanying the approaches employed in
grounded theory methodologies. For the purpose
of revision, transcribed transcripts were returned
to each of the respondents.
Researcher formulated themes from the
transcripts. Marking and linking of the segments
of texts were executed from different interviews
that addressed similar concerns or mattes or
experiences making use of NUD*IST. Considering
the contexts of all the interviews, themes were
conceived. It was impossible to develop inter-
rater reliability scores because the interviews
had very little similarity with respect to complex
composition—scores of this nature are
inappropriate for the data that have minuscule or
no predefined coding. Triangulation method
employing diaries, questionnaires, and interviews
were consecrated to get over powerful criticisms
of common method bias in the data collection
techniques that was predominantly used. Diaries
were effectively used in recording the data. This
tool was opted in spite of the complemental
exertion demanded in collection of data in this
fashion. In this case, diaries also playacted as a
think aloud mechanism, which eventually helped
the researcher in effectively capturing
participants’ cognitive processes.
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
3. Results, Findings and Discussion
Teaching-learning process in India is seeing a
mammoth change in education with the advent of
AI with total revolution right from departing
teachers from checking copies to helping develop
students’ thinking capability and tailoring the
process of learning for every single student. Since
the very beginning of the establishment of
education as an institution, there has been a
significant evolution both in teaching methods as
well as in the bond that teachers and their
learners share. Consequent to it, across the globe
the methods used in teaching have become
streamlined and structured and this shift is
ascribed mostly to the intervention of AI into
education. On examination of reports and logs
from LMSs, teachers can estimate the activity of
their learners who engage themselves in web
usages and does approximation on the number of
times students indulge in accessing the course,
also the exact number of pages or chapters or
modules they access and what all assignments
they are working on or have already completed.
In India, engagement of educators and learners
in online chats forums, and students' rate of
advancement are all supervised and thereby
allow for actionable perceptivenesses for
improvement of educators’ pedagogy. For future
education system, VR, AR, and AI are the realities.
There’s been a change in classroom teaching and
learning practices at an unheard-of rate.
Technology has made its way to Indian
classrooms and several learners in the country
are reaping benefits from the heightened usage of
interactive elements. Enhanced familiarity among
learners of today’s age and time with regards to
the numerous technological advancements and
heightened knowledge about the computerized
tools and apps currently available and in use in
India, have started making sense in classrooms.
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International Journal of Advanced Science and Technology
The biggest and the largest contributor that bears
on the current education scene of the world in
general and of India in particular, specifically the
K-12 sector is the enhanced usage of technology
with customized digital contents, assessment
using online tools and platforms that are based
on cloud technology augments the administrative
and academic functionalities of the formal
schooling system.
Teaching-learning techniques that are
experiential in nature, application of AI in
education, and learning techniques that are
personalized catering to learners’ individual
needs are few of the major trends that is
revolutionizing the system of education of India
in 2019 and will as well continue to do so in years
to come. Implementation of experiential learning
in India in being done by making use of virtual
laboratories, tools that use augmented and virtual
reality, social media platforms and learning by
gamification. Making use of gamification for
learning is an efficacious pedagogical tool
maximizing learners’ motivation and enhancing
their engagement by incorporating gaming
elements in environment conducive for learning.
Virtual labs have environments that are overly
synergistic and interactional for the creation and
conduction of experiments in a simulated
environment grounded on real-life phenomenon
enabling learners in interaction with
experimental apparatuses through a computer
interface. This specifically in science subjects
annihilates the difficulty in accessing as well as
dealing with shortages in infrastructural facilities
especially the physical ones towards pupils’
learning that are grounded in laboratory method.
VR allow pupils those who use platforms that
are based on e-learning that are essentially hand-
held devices and portable in character, to access
forthwith their learning materials thus keeping
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
them engaged and motivated for escalated and
ameliorated learning. AR on the other hand helps
facilitate educators and trainers in making them
efficiently perform their tasks that earlier they
couldn’t do in an environment that wasn’t safe for
its effective conduction. In all togetherness, these
are involving and engaging pupils in ways like
never before and are equanimous in becoming
excessively and widely diffused in their
application and thereby making a strong
influence in the future.
For the improvement of functionality rendered
by the amorphous, sub-standard information
compiled in server logs, investigators employ
several data mining techniques for the analysis of
raw data and deduce relevant knowledge about
pupils’ behaviours, mannerisms and learning
strategies. Teachers are making use of VR by
having a classroom setting where in place of
being taught History using lecture or
demonstration method, learners are taken
virtually back in time and are made to view the
historical events blossom forth right in front of
their eyes.
Education of today’s India are approached in a
holistic manner, giving access to all the
individuals who wish to create what they desire
and initiatives like startup incubators are
emphasized. Practices utilized in teaching that
encourages strategies like active learning,
collaborated involvement while working in
groups and feedbacks particularly in cases of
environments where blended learning is utilized,
have enhanced possibility for engagement of
pupils in purposeful and significant interactions
with other fellow classmates, with the materials
that are utilized in teaching-learning, and with
the educators. In the surroundings of AI based
education, many communities similar to it have
egressed in India, some of which include Learning
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International Journal of Advanced Science and Technology
Sciences, Intelligent Tutoring Systems (ITS),
Computer-Supported Collaborative Learning
(CSCL), and, the recent ones in the pipeline
include Education Data Mining, Learning
Analytics, and several communities related to
MOOCs.
The paradigm shift that Indian classrooms are
witnessing in the process of teaching is aligned
with the continuous advancement in technology,
making the relationship that students share with
their teachers, more impregnable. Teachers are
now easily approachable and thereby better
equipped to know their student’s perspectives.
Learning has become more collaborative in India
after AI has become an integral part of teaching-
learning process, mostly because of the enhanced
tandem in which the learners and educators are
working to achieve dearer ends. Among the
several technological applications, AI is one that
is playing a mammoth role in transforming the
old trends prevailing in education space.
AI has automated the administrative tasks that
are dull and repetitive in nature and has cut with
sweeping strokes on the time and effort that
teachers put in, while assessing learners’ work
and grading the formative and summative
examinations. Earlier AI could grade only
objective type questions but with the recent
advancements in research in AI, it can now also
easily assess the subjective answers. In India, AI
now helps teachers to direct their energies
toward effective academic engagement with
students and in dealing with the challenges they
face. School admission boards are now being
helped by AI in automated paperwork
categorization and its processing.
AI is shrinking the education space by
enhancing accessibility of quality education to a
larger body of learners by providing them smart
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
content. Advanced applications of AI are making
teachers set the contents keeping in view the
local needs of individual learners from across the
globe. There is a massive transformation in the
nature of textbooks for now AI is used in creation
of digital textbooks for most of the
topics/subjects that are taught in the formal
system of education and eventually helping
students to engage in all the academic pursuits
irrespective of grades and learners’ age. Every
learner possesses learning abilities that are very
different from their peers and also their pace of
absorption is dramatically different and in the
light of it, it is unimaginable for teachers in a class
full of students to identify their learners’
strengths and weaknesses and to work on them
individually, but with the help of AI, they now
can. Teachers ensure that students’
understanding is not marred when students
grapple with particularly challenging concepts in
their curricula but many a times it happens that
even teaches with decades of experience find it
difficult in explaining a concept making students’
academic life miserable because they now have to
sustain with the half-baked knowledge, and here
to students’ recourse has come the AI technology,
by clarifying their doubts with multiple AI-backed
online course platforms.
With the adoption of a utilitarian approach, AI
analyses the trend that is most prevalent among
the students and if the trend is detracting from
the goal for which it was intended, AI alerts
educators and directs learners towards the most
appropriate solution and this is ensured by
providing the learners with immediate feedback
and by stopping them in their tracks if they are
straying and eventually helps improve learners’
command over the subject. Learning systems in
India that are powered by AI enhances
accessibility and are thus excessively helpful for
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International Journal of Advanced Science and Technology
students who because of their illness find it
difficult to attend classes regularly or non-
availability of that course in the institution where
she/he is formally enrolled. Adaptive teaching-
learning techniques have been created and rapid
advancements are taking place, and talking
beyond academics, it also streamlines vocational
choices for the learners.
With respect to its global counterparts, India’s
education sector lags when it comes to
implementation and incorporation of the latest
developments but rising EdTech startups and
favourable government policies has reversed this
trend and owing to it there are now more than 50
EdTech startups, most of them came into
existence in the last 5 years and are focussing on
easing the teaching learning process thereby
demonstrating the massive potential for this
trend in India. Indian government is now looking
for a massive overhaul in the system of education
and with governmental schemes such as RISE
(Revitalizing Infrastructure and Systems in
Education), having been allocated budget in
excess of one lakh crore rupees, the emphasis is
on cutting edge new age technologies such as
cloud computing, AI and VR to enable these
changes.
Schools are helped by cloud computing
technologies in cost reduction that are usually
incurred while they purchase the legacy
softwares and in setting up of data centers, also
an additional use of cloud computing has been
the enablement of MOOCs that enable teachers
and students from far-flung areas to learn and
equip themselves with the latest trends in
academia and the governmental schemes of the
likes of SWAYAM aims at developing learning
material to be made available to all, especially to
teachers and students, and all of it has become
possible owing to enhanced usage of cloud
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
computing technologies in educational space.
Adaptive, personalized learning pedagogies are
now replacing the earlier “one size fits all” model
of education and AI is not just helping to create
educational tools that automate the teaching of
more nuanced topics (like the improvement of
pronunciation and grammar correction) but also
improving other fields such as administration
(like automation of admission), learning, tutoring
and assessments, e.g., National Testing Agency
(NTA) has even proposed the use of adaptive
assessment for conducting entrance exams such
as JEE Main, NEET UG and UGC-NET to help avoid
paper leakages (a serious threat) while
simultaneously ensuring competitiveness, and
consequently fairness of these exams are thence
upheld.
Indian education has always struggled with
poor quality of teaching and standardized tests
have often revealed that students struggle to
perform at the level they should be, owing to it
VR is helping to not just improve the quality of
teaching by offering experiential, immersive
experience but also lead to gamification of hard-
to-understand topics; additionally, VR adoptions
have led to virtual labs where students can
conduct and simulate experiments that may not
be possible or may be too dangerous in the real
world. Technological evolution of the Indian
education sector is certainly focused towards the
future and with a two-pronged thrust, both from
private sector as well as the government, exciting
developments await the students of tomorrow
and the rapid improvements in technology, as
well as the higher rates of adoption, are bound to
have an impact on the learners.
4. Conclusion and Recommendations
FICCI-NASSCOM and EY - Future of Jobs report
pronounced that by 2022, out of the total Indian
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International Journal of Advanced Science and Technology
workforce, 37% would be employed in vocations
having job roles that will be newfangled with
radically altered skill sets. Report also enunciated
that 9% of India's 600 million gauged workforces
would be positioned in vocations that are not in
existence today. Report by the All India Council
for Technical Education (AICTE) states that close
to 60% of the 800 thousand B.E./B.Tech. students
who graduate from engineering
colleges/institutions of India every year, are not
engaged in a gainful occupation. In metropolitan
cities of the likes of Delhi, the average salary that
an engineering diploma holder draws is lower
compared to that of a cook or a driver. With
consternating figures like these, it is no wonder
what made AICTE to close down nearly 800
technical colleges in India in the academic year
2017-2018. For designing novel educational
programmes, there is a need for market analysis
that showcases the need for modified designs,
depicts the gap that is there between supply and
demand, models a curriculum that fills this gap,
and distinguishes the appropriate faculties.
Big data analytics and artificial intelligence
helps in analyzing the requirement of a
programme; studying who the competitors are;
what the current marked trends are, etc. Once the
need for a new programme is decided, designing
of the new course curriculum begins. Big data and
AI has the potentiality of analyzing hundreds and
thousands of vocations present in varied
operable domains and technologies in assorted
geographical areas and also the skills
necessitated in these jobs. Basing assumptions on
applicable data that are gathered using AI and big
data, novel curriculum is excogitated. Collection
and analysis of 'big data' makes learning
excessively personalized and efficacious.
Education in future may take a completely
different itinerary. In today’s India, many schools
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
are already making use of those learning
softwares that use data mining, and teachers are
consequently finding evidences regarding
students’ learning achievements.
Extensive data sets, including information that
relates to learners’ perceptual structure of
attendance and their academic achievements are
put to analysis to predict and eventually come up
with names of those learners that may be
anticipating dropping out of school or otherwise
become disengaged. Suitable intervention
strategies can then be designed and enforced. The
need of the hour is to offer novel courses and a
complete overhaul of the curriculum to make the
learners ready for future jobs. It is iffy on part of
parents to see the schools making greater use of
technology for their child’s learning without
realizing that its implementation is not as
disruptive as one may think. It is pertinent to
acknowledge that children have access to quality
education that is reasonably superior despite
their levels of proficiency in that subject or their
location. There is seen a change in the way
learners are acquiring knowledge across age
groups with the advent of AI technology. A whole
new way of understanding concepts has been
charted out by young generation learners.
Vitality of technology for education of children
of all grades have enhanced dramatically over the
last decade. In India, even though the EdTech
space and the developments it is undergoing, is
addressing the issues pertaining to education,
even then, to attain a phenomenally impactful
consequence are yet to be realized. Several
possibilities emerge when AI interacts with
education, few of the prominent ones include:
personalized learning to cater individual styles of
learning keeping in view that different learners
have different pace, students across geographies
be given access to quality education, teachers be
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International Journal of Advanced Science and Technology
empowered to use innovative methods for
explanation of complex concepts by making use
of new-age tools, enabling children of all grades
in learning difficult-to-understand topics
effectively by using gamification of concepts,
encouraging pupils in learning, questioning and
understanding of concepts rather than merely
giving answers to problems thereby enabling
higher engagement, explaining visually thereby
making students retain concepts for longer
duration.
In today’s India, AI has an undeniable impact
yet there’s a long way we need to traverse.
Importance of AI has now been embraced by
hundreds of schools of India, yet there are some
parents who are skeptical of its positive impact
on their children. Smartphone technology has
revolutionized the education space, making AI
enabled mobile phones the most preferred gadget
for bright, gentle, engrossing and effectual
learning thereby offering a panoptic array of
alternatives for learning by way of cartoons,
games and educational videos. Comfortability of
learners with smartphones that are AI enabled
and apposite educational contents that are
handed over via this mode facilitates them in
learning the constructs without any external help.
Here, learning and playing co-exists thus
reinforcing the belief that learning is both fun
filled and easy.
Drawback of classroom learning is that it
follows a one-size fits all approach, where
learning is not catered to the needs and abilities
of individual students. AI and data science are
currently in use for creation of customized
education modules that allows personalized
learning. E-learning processes are not actioned in
alienation rather it provides learners with
innovatory and ground breaking techniques in
engagement and interaction with educators and
© 2020 The Author(s). This open access article is distributed under a Creative
Commons Attribution (CC-BY) 3.0 license.
peers. When gamification of courses are done, it
makes engagement with learning, fun, easy and
interactive thereby making it easy for learners to
engage with computer based online tests to
contest with learners from all over the globe.
Traditional learning environment makes students
trained in solving problems and not asking
questions thus encouraging students not to think
on their own but rather on complete spoon-
feeding and consequently their interest level
decreases leading to carving of room for
distraction. Conversely, AI enabled learning
devices encourage pupils to independently think
and learn thereby offering students an engaging,
immersive experience and novel paths of
exploration of difficult concepts.
AI enabled e-learning brings forth visual and
contextual tools that are more effective, making
students understand concepts better and much
faster and also offering greater flexibility thus
enabling students access lessons and educational
content as per their whims thereby rendering
them in organization of their day and helping
them find time for extra-curricular activities. A
qualitative improvement in academia requires
schools, colleges and universities to make data-
informed decisions and these data eventually
drive decisions regarding what all academic
programs to invest in and thereby help educators
in determination of most effective instructional
methods that drive student success; however,
caution must be exercised in using the data and
shall be approached wisely.
The path which K-12 education opt shall not be
followed by higher education in prioritizing high-
stakes testing over authentic student learning.
Although measures of learning outcomes are
crucial, they shouldn’t substitute prioritization of
investments in teachers and defense of faculty’s
autonomy. It is expected that internet of things
Page 16 of 23
International Journal of Advanced Science and Technology
(IoT) will revolutionize physical goods; similarly,
quality at scale has the potency to
transubstantiate the post-secondary ecosystem.
Scarcity model is the one around which the
higher education is built, where scarcity drives
status and rising educational costs is because of
scarcity making student debt, swell.
5. Conflict of Interest
No potential conflict of interest was reported by
the author in conducting this research.
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