Artificial Intelligence is reshaping classroom practices by enabling differentiated learning for English second language learners and students with organisational challenges, while freeing up time for higher-order skills such as analysis and evaluation, Dr. Howard Gee, Principal of DSB International School, told Economic Times-Education. He noted that international curricula like IB and IGCSE already embed competency-based and experiential learning approaches aligned with NEP 2020, while calling for reforms in assessment patterns, textbook dependence, and public funding in Indian school education.Q: How is your school integrating Artificial Intelligence into teaching and learning, and what measurable impact have you seen so far?
Dr. Howard Gee: Artificial Intelligence is being integrated widely across teaching and learning, with visible gains in both classroom efficiency and student outcomes. It is especially useful in supporting English second language learners and academically weaker students through differentiated learning resources that teachers can now produce faster and with greater precision. Older students, particularly those with ADHD or organisational challenges, are using AI tools to structure their ideas, plan essays, and manage extended coursework more effectively. In classrooms, AI has also reduced the time spent on basic research tasks, allowing students to move more quickly towards higher order skills such as analysis and evaluation. With younger learners, AI-supported creative work such as story writing and music composition gives them a starting point that they can critique and improve, which strengthens reflection and creative confidence.
Q: Do you have a clear AI usage policy for students and teachers to address concerns like plagiarism, over-dependence, and data privacy?
Dr. Howard Gee: Absolutely. We implemented this very early, as an Academic Honesty Policy is a key document for any IBDP school. It is backed up for older students through viva voces where authenticity can be tested. All student coursework is reviewed for AI usage and, where found to be overly dependent, students are required to rework it to ensure originality and genuine understanding.
Q: How are you implementing key aspects of NEP 2020, particularly experiential learning and competency-based assessments?
Dr. Howard Gee: These approaches are fundamental to our curriculum. IB and IGCSE programmes already have subject-specific skills assessment, such as data analysis and evaluation of method, built into them. NEP 2020 essentially sets expectations that have been part of international curricula for decades. We use in-class strategies to ensure full cognitive engagement, making experiential learning, review, and evaluation integral to daily teaching.
Q: With increasing pressure around board results, how do you balance academic performance with skill development and critical thinking?
Dr. Howard Gee: In IGCSE and IBDP, these skills are integral to academic success, not additional extras. While good grades can be achieved using traditional methods, it often leaves students underprepared for tertiary education, particularly in western universities where most of our students enrol. Our very low university dropout rate of under five percent reflects that this balance is working effectively.
Q: What steps are you taking to upskill teachers in emerging areas such as blended learning, AI literacy, and student mental health awareness?
Dr. Howard Gee: These competencies are largely expected in our international hires. For Indian hires, we support professional development through international teaching qualifications such as the British Teaching Diploma, iPGCEs, and UK-based National Professional Qualifications. Our Director of Wellbeing conducts whole-school sessions on personal, social and health education, alongside a rolling annual programme covering child protection, mental health, and working with autistic students through expert-led training.
Q: Have parental expectations changed in recent years? What are families prioritising today while choosing a school?
Dr. Howard Gee: Younger parents increasingly seek international exposure and educational approaches different from their own schooling. Many are returning diaspora families who have experienced education systems in countries like Germany or the US and want similar learning environments for their children. They prioritise wellbeing, curiosity, imagination, creativity, and confidence alongside academic success.
Q: What structural measures have you put in place to ensure student wellbeing and campus safety?
Dr. Howard Gee: Student wellbeing and safety are supported through infrastructure, training, and preparedness exercises. CCTV coverage is installed across common areas and relevant offices to ensure transparency. Campus entry is controlled through face recognition systems to prevent unauthorised access. We conduct regular fire and lockdown drills, and all staff are trained in child protection practices. Permanent staff also receive first response and fire safety training to enable immediate and informed action in emergencies.
Q: Looking ahead, what are the three major reforms you believe Indian school education urgently needs?
Dr. Howard Gee: Assessment systems must evolve so that final examinations genuinely reward the skills and competencies that policy frameworks promote. The scoring pattern in board exams also needs correction, as extremely high percentages distort merit and comparison, whereas global programmes operate within more realistic score bands. The system should move away from textbook dependence, especially up to middle school, so teaching focuses on understanding and higher-level thinking. Medium of instruction also requires rethinking, with greater use of the vernacular to explain complex ideas, supported by strong English as a second language teaching. Finally, public investment in education must increase to recommended levels and remain protected, or the current demographic opportunity will be lost.
