The Role of Artificial Intelligence in Education: A Case Study of Low-Fee Private School in India

• In Event: Artificial intellegence in education: impacts, challenges, and perspectives across global contexts

Proposal

This paper aligns with the theme by utilizing the case study approach to explore the use of Artificial Intelligence (AI) in lesson planning and teacher training within a Low Fee Private (LFP) school in Gujarat, Ahmedabad, India. LFP schools in India are rapidly emerging as an alternative to public schools due to teacher absenteeism in government schools and a greater emphasis on teaching English, which is often not introduced until later grades in public schools (Nambissan, 2003; Tooley & Dixon, 2007). LFPs are those educational institutions that charge relatively low fees and are designed to cater to families who cannot afford higher tuition fees (Härmä, 2011)

Poor financial conditions characterize many LFP schools, leading to a lack of appropriate educational material and untrained teachers and these budgetary constraints make it hard to carry out daily lesson planning and professional development, thus putting both educators and students at a disadvantage (Nambissan, 2020). AI offers an alternative in education that can provide solutions that can enhance educational practices through generating personalized lesson plans, adapting learning materials to meet the needs of individual students, and professional development for teachers (Lee & Perret, 2022).

This study highlights how AI can transform educational practices in LFP schools, particularly in lesson planning and teacher training. This research is guided by Van Dijk's (2005) Digital Divide theory, which examines technological access disparities and how these gaps influence educational outcomes (Pick & Sarkar, 2016). In the context of LFP the digital divide often results in unequal access to educational resources and technology, exacerbating existing inequalities (Van Dijk, 2017). By applying this framework, the study analyzes how AI can help mitigate the effects of the digital divide and enhance educational practices in resource-constrained environments.
The school has only one computer lab with 10 to 15 computers for activities pertaining to the use of computers, serving around 1,500 students from the marginalized and economically weaker sections. During the COVID-19 pandemic, training programs were given to teachers in the use of technology. Since internet connectivity was available only in the computer laboratory, after the pandemic, the school became a fully Wi-Fi campus. The upgrade in technology meant wider access to the internet, and it is post-pandemic that teachers have started exploring the ways in which artificial intelligence tools could be used to plan lessons and find strategies for better student engagement.

This study employs a qualitative case study approach, which is well-suited for exploring the research topic and is ideal method to closely examine a phenomenon over an extended period within its natural environment at one or a few locations (Bhattacherjee, 2012). The study involves three groups of teachers: five from each of the following educational levels—kindergarten, pre-primary, and elementary school. This selection provides a diverse perspective on the use of AI across different levels. The teachers were selected based on their use of their digital tools and their willingness to participate in the study. The selection process aimed to include a representative sample from different educational levels, ensuring an understanding of how AI tools are used across various teaching levels. While interviewing teachers, it was found that the teachers used AI-driven platforms that were free, such as ChatGPT, Canva, Bard AI, and Meta and Quillbot, to develop lesson plans and find strategies to engage students and explore how these tools facilitate ongoing learning and skill enhancement.

Since these AI tools were free, they significantly aided teachers in addressing lesson planning challenges and finding effective strategies to engage students. This accessibility enabled educators to enhance their teaching methods without the financial burden typically associated with teacher training and making it especially beneficial in resource-limited environments. The collected data is analyzed using thematic analysis, which involves identifying and interpreting recurring themes and patterns related to the interviews (Clarke & Braun, 2017). The analysis provides insights into the benefits and challenges of AI integration and its overall effect on educational practices. Important findings from this study were that the teachers felt the AI tool saved them time in planning lessons, that they had been able to plan a week ahead and complete planning during school hours. Teachers found the increased efficiency means they are able to discuss classroom strategies with their co-teacher and allowed time to prepare classes and additional support was given to students needing one-on-one attention. This use of AI directly addresses the core idea of the Digital Divide Theory, which argues that categorical inequalities in society lead to an unequal distribution of resources, including time, tools, and opportunities (Van Dijk, 2017).

In resource-constrained environments, where teachers themselves often have access to limited professional development and teaching materials, AI tools become important resources since with them, educators will have more time to engage in meaningful instructional practices.
Moreover, teachers felt that their written and spoken skills had improved since they themselves had used the tool to enhance their language. To add, some teachers felt that they are extremely reliant on the AI tool making them less creative and more reliant on technology. The points raised by the teachers also refer to the concept that unequal access to digital technologies depends on the characteristics of these technologies (Van Dijk, 2017). While AI enhance teachers' skills and efficiency, over-reliance on these tools may limit their creativity and ability to innovate. This indicates that the use of digital technologies should be balanced by the opportunity for creative and autonomous teaching activities. This research adds to the growing body of work regarding the practical applications of AI in education, providing evidence for its potential to create more equitable educational environments.

Author

• Priyanka Prasad, Florida Sate University