Artificial Intelligence and Inclusive Education Empirical Evidence from a Large-Scale Policy Implementation

Abstract

The National Education Policy (NEP) 2020 represents one of the largest large-scale policy reforms in India, introducing a new paradigm for delivering education through the strategic use of technology to promote an inclusive education system. This research project studied the integration of artificial intelligence (AI) into educational systems by using AI-based tools to support the personalization of learning based on the competencies identified by the NEP 2020. A correlational study was conducted to examine whether the use of such tools would support the implementation of the goals of the NEP 2020. Specifically, this study used a descriptive–correlational design to investigate whether the use of AI-based tools would be effective when implemented at the institutional level with teachers who are proficient in using technology and have sufficient resources available. Data were collected via surveys from 418 stakeholders (i.e., frontline practitioners; policy implementers; and technological facilitators) involved in implementing the NEP 2020 across the university system in the state of Maharashtra. The findings indicate that a statistically significant relationship exists between the availability of stable electricity and adequate Internet bandwidth, which accounted for 73.2 percent of the variation in platform adoption (R² = 0.732; F(1,416) = 112.432). Additionally, a strong positive correlation (r = 0.784, p < 0.002) existed between teacher digital literacy and optimal student performance in the adaptive learning environment supported by the AI-based tool. ANOVA results also revealed that the type of local language-based content included in the platform was the most important factor (p < 0.001) in motivating students from rural backgrounds to participate in the program, thus reducing cognitive load. Although there are many opportunities associated with the use of AI-based tools, the existing digital divide continues to limit the ability of schools to provide equal access to high-quality technology. Therefore, this study concluded that the success of the NEP 2020 will depend on three factors: (a) the modernization of educational institutions; (b) the training of teachers to effectively utilize digital technologies; and (c) the creation of digital repositories that are accessible to all students in their local languages. These recommendations are based on the findings of this study and will help guide educators as they work to navigate the complexities associated with the inclusion of technology in diverse educational settings.