CBSE Fails to Deliver on AI Education as Curriculum Falls Flat
Not long ago, when parents sought admission for their children to schools, their primary concern was whether the institution produced academic toppers. Today, their queries are more pointed and practical. Parents now ask if the school offers artificial intelligence (AI) as a subject. Recognising AI’s importance in education, the Central Board of Secondary Education (CBSE) introduced AI as an optional subject for Class 9 students in the 2019-2020 academic session. CBSE has also been conducting teacher training sessions to integrate AI into classrooms effectively. The board announced a multidisciplinary pedagogical approach to include AI across classes 6 to 12. In an attempt to understand how schools are handling AI education, AIM contacted several CBSE schools across India. Bengaluru’s Delhi Public School, Electronic City offers AI as an additional subject for Class 9 students, while the School of India in Bengaluru has integrated it into the Class 11 curriculum. Atmiya Vidyapeeth in Gandhidham, Gujarat, has introduced AI for Class 8, with IT teachers receiving specialised training to teach the subject over the past two years. However, some CBSE schools declined to respond, indicating that the adoption of AI education is far from uniform. The Reality Check Despite the ambitious initiative, its implementation remains uneven. In an exclusive interview with AIM, Shashi Kumar, general secretary of the associated management of primary and secondary schools in Karnataka, highlighted that while some schools have adopted AI education, the rollout has been inconsistent. “Schools often struggle to integrate AI and coding into their schedules effectively. Even though the academic staff is mandated to undergo 50 hours of training annually, this requirement is rarely met,” Kumar said. He noted that many schools have instead turned to private vendors to provide AI and robotics lessons. However, these outsourced programs often lack consistency, and insufficient time is allocated within school schedules for such initiatives. To support AI integration, CBSE has collaborated with organisations like IBM, Intel, and Microsoft to train teachers on using AI in classrooms. Study materials have also been provided to schools. Another challenge is the time constraint. Most schools already struggle to provide adequate time for computer science classes, leaving little room for additional subjects like AI and robotics. Without a significant overhaul of the curriculum, these new subjects risk being sidelined. “Streamlining the syllabus by removing outdated content could make room for these critical skills. However, until such reforms are implemented, the promise of AI education may remain more symbolic than transformative,” Kumar suggested. Other Concerns and Challenges CBSE’s efforts to integrate AI into schools raise broader questions about its role and approach. Traditionally known as an examination authority, CBSE’s entry into curriculum design frameworks introduces challenges of practicality and fairness. “Collaborations with private vendors, for instance, raise concerns about cost and accessibility. Will these programs be free, or will schools bear the cost? If there is a fee, can rural or underserved schools afford them? These uncertainties add to the scepticism surrounding the feasibility of such initiatives,” Kumar stated. Speaking to AIM, Gurumurthy Kasinathan, director and lead of IT for Change, a Bengaluru-based non-profit working at the intersection of technology and society, emphasised the risks of teaching students and teachers to be mere users of AI. “This is problematic because it can be very harmful to education. Proprietary AI can be harmful to education, as it enables surveillance of teachers and students, potentially causing harm. It’s crucial to teach both groups to critically evaluate AI,” he stated. He, however, highlighted Kerala’s example, where the state government trained 8,000 teachers to use AI and critically examine its implications. Kerala is leading in adopting tech in education. Iris, India’s first AI-powered teacher robot, is a unique saree-clad creation developed in collaboration with Makerlabs Edutech and deployed at KTCT Higher Secondary School in Thiruvananthapuram.. What’s Next? Edtech startups like STEMpedia are aligning with CBSE’s efforts. STEMpedia has integrated CBSE’s Class 9 and 10 AI curriculum (Subject Code – 417) into its offerings, blending theoretical knowledge with practical skills. Using tools like PictoBlox Python and Machine Learning Environment, STEMpedia prepares students for future tech careers through hands-on learning. Chaman Bhartiya School in Bengaluru is another proactive institution that explores AI and robotics while advocating for responsible implementation strategies. Their curriculum includes AI, robotics, and coding, providing students with hands-on experience and a platform to explore their creativity. However, the Indian education system still has a long way to go to ensure the successful integration of AI courses into mainstream learning.
In an attempt to understand how schools are handling AI education, AIM contacted several CBSE schools across India.
Recognising AI’s importance in education, the CBSE introduced AI as an optional subject for Class 9 in the 2019-2020 academic session.
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