Bridging the Disconnect Between NEP 2020 and Ground Realities: A Critical Analysis of AI Integration in Indian Education
Year: 2026
Type: article
Abstract: India’s National Education Policy (NEP) 2020 represents a landmark shift in the country’s educational reform efforts, introducing a comprehensive vision that integrates technology, artificial intelligence (AI), equity, and pedagogical innovation. Although the policy outlines ambitious strategies to strengthen digital learning, enhance teacher capacity, and foster research on emerging technologies, significant gaps remain between policy intentions and actual implementation. This paper critically examines the alignment between NEP 2020 and on-the-ground realities in India, focusing on infrastructural limitations, digital divides, teacher preparedness, and socioeconomic disparities that continue to challenge equitable access to quality education. Drawing on recent empirical studies, national reports, and insights from global frameworks, the study highlights how AI has the potential to personalise learning, expand access, and improve administrative efficiency, while also identifying emerging concerns such as academic integrity, environmental sustainability, and ethical governance. The COVID-19 pandemic further exposed systemic weaknesses in India’s digital readiness, widening learning gaps between rural and urban regions, and reinforcing the urgency of strategic, well-funded implementation. The paper argues that the transformative potential of AI can only be realised through adequate investments, effective monitoring of fund utilisation, strong teacher professional development, and sustainable technology policies. Recommendations emphasise strengthening monitoring and evaluation mechanisms, establishing clear guidelines on ethical AI use, and integrating environmental sustainability into India’s AI strategies. Overall, this study provides a critical assessment of India’s progress toward an AI-enabled education system and proposes actionable pathways to bridge the disconnection between policy aspirations and ground realities.
Source: Multidisciplinary Reviews
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7220344217