Dr Antony Nellissery
In the span of a single lifetime, Indian education has moved from a teacher under a banyan tree to digital tools that can adjust to a child’s pace in real time. The tools have changed almost beyond recognition. The central question is how widely their benefits are reaching.
How the Classroom Evolved
For much of the last century, a familiar classroom format became widespread across India: four walls, a blackboard and rows of children learning together while one teacher guided the class. This structure supported the expansion of mass schooling, while leaving limited room for learners progressing at different paces. The system prioritised common curricula and examinations; the next stage of reform is to place learning and understanding even more firmly at its centre.
This was one of several ways India taught its children. Before the expansion of modern mass schooling, India had diverse local institutions, including pathshalas, maktabs and madrasas, serving communities in different regions. In the 1830s, William Adam documented small pathshalas in Bengal and Bihar with flexible schedules and teaching shaped by learners’ needs and local life. Colonial administration later introduced regular timetables, textbooks, inspections and annual examinations. Independent India greatly expanded access and pursued successive reforms, even as teacher-led structures remained familiar in many classrooms.Recent data show both progress and the importance of sustained attention to foundational learning. ASER 2024, a rural household survey, found that 98.1% of children aged 6 to 14 were enrolled in school. Among Class 3 children in government schools, 23.4% could read a Class 2-level text, up from 16.3% in 2022 and 20.9% in 2018. PARAKH Rashtriya Sarvekshan 2024, the national large-scale assessment conducted by PARAKH, NCERT, reported average Grade 3 scores of 64% in language and 60% in mathematics. The two assessments use different designs and are best read as complementary views of the system. Together, they reinforce the priority of translating high enrolment into strong foundational learning for every child. The First Wave of Educational Technology
India’s formal efforts to introduce computers in schools began with the Computer Literacy and Studies in Schools pilot in 1984-85. The programme expanded during the 1990s, and the ICT in Schools scheme followed in 2004. Over time, computer labs were joined by projectors, smartboards and tablets. This experience has shown that hardware creates the most value when it is accompanied by teacher training, reliable infrastructure and thoughtful pedagogy. Technology’s contribution grows when it strengthens interaction, practice and feedback alongside access to content.
The Pandemic and Digital Learning
When Covid-19 closed schools, classrooms shifted rapidly to remote and online modes. WhatsApp became a homework channel, video calls connected teachers and students, and television, radio and printed materials supported learning in many places. The experience highlighted both the usefulness of digital learning and the importance of equitable access. Students with devices and connectivity found it easier to continue, while others relied on lower-tech and offline support. It also showed that digital learning works best when access, engaging content, regular feedback and teacher support come together.
What AI Can Add
Many earlier forms of education technology delivered the same content at the same pace to everyone. Adaptive and generative AI systems can respond to a student’s performance, adjust an explanation and provide feedback in real time, complementing what a teacher managing a large class can do. Early trials of structured, teacher-guided AI tutoring have shown promising results, while the wider evidence remains emerging and context-dependent.
At its best, AI can help Indian education offer more individualised practice and feedback at scale. A child who needs more support can receive a fresh explanation, while a child ready to progress can engage with more advanced material. Technology can strengthen good teaching and help its benefits reach further.
The teacher remains central to this process. Teachers understand the wider circumstances shaping a child’s learning, including well-being, family context and confidence, and often provide the encouragement that helps first-generation learners stay engaged with school. Research consistently links supportive teacher-student relationships with engagement and academic outcomes, while guidance on AI in education emphasises the importance of preserving teacher agency and human interaction. The opportunity lies in partnership – AI supporting routine assessment and identifying learning needs, while teachers mentor, motivate and build the trust that sustains learning.
Making Access More Equitable
The next priority is ensuring that the benefits of AI-enabled learning reach students across social and geographic contexts. Access depends on devices, connectivity, language support and guidance at school and at home. ASER 2024 found that nearly 90% of rural 14- to 16-year-olds had a smartphone at home, although ownership was lower: 36.2% of boys and 26.9% of girls reported having their own smartphone. These figures show that access has expanded considerably, with scope to make it more consistent and meaningful for every learner.
ASER 2024 also found that 7.9% of rural 15- to 16-year-olds were not enrolled in school. UDISE+ 2023-24 recorded 110,971 single-teacher schools, down from 118,190 in 2022-23. These figures underline the importance of designing AI with equity from the outset – tools that function in low-connectivity settings, platforms that support India’s linguistic diversity, and teacher training that makes technology practical and useful in every classroom.
The IndiaAI Mission, approved with an outlay of ₹10,371.92 crore over five years, is building a broader national ecosystem for responsible and inclusive AI. NEP 2020 calls for digital literacy, coding and computational thinking, and for subjects such as AI to be introduced at relevant stages. It also recommends that technology interventions be rigorously evaluated before they are scaled. Together, these policy directions provide a strong foundation; their impact will grow as implementation reaches schools with different levels of infrastructure and readiness.
The Journey Towards Learning for All
The distance India has travelled from sand and slate to adaptive software in one generation is extraordinary. Tools are most effective when guided by a clear educational purpose. India’s growing ability to personalise learning at scale can be especially meaningful when it reaches learners early and equitably.
The evolution of Indian education continues. The classroom of the future will be defined by whether each child – regardless of village, language or family income – is learning well. That has always been the goal, and India now has a growing set of tools to pursue it with greater reach and precision.
This article is written by By Dr Antony Nellissery, Head – Sterlite EdIndia Foundation
DISCLAIMER: The views expressed are solely of the author and ETEDUCATION does not necessarily subscribe to it. ETEDUCATION will not be responsible for any damage caused to any person or organisation directly or indirectly.
