Educational Practice Research Articles

The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools

Contemporary educational reforms emphasise school autonomy, performance-based management, and accountability as necessary policies for attaining improvement goals. Despite their widespread adoption, the configuration and enactment of these policies are discretionary and contingent, deeply influenced by the interaction of local contexts, organisational features, and teachers’ beliefs about policy and pedagogy. Apart from these challenges, schools serving disadvantaged students, often targeted for educational improvement, also struggle with significant organisational constraints and policy overload. This study explores how disadvantaged urban schools make sense of their policy environment and engage with the school improvement mandate through different logics and practices. The analytical framework stresses the policy filtering and adaptation processes that school actors undergo when tasked with multiple implementation demands, and how these interact with school contexts to produce diverse responses. This research is conducted in Catalonia, Spain, and adopts a sequential mixed-methods strategy, relying on interviews with principals and teachers, as well as survey and administrative data. The findings are organised in four ideal types of school responses to the improvement mandate, showing the diverging ways schools engage with policy. Disadvantaged schools exhibit diverse improvement approaches despite sharing structural characteristics, explained by the interaction of contextual factors and organisational characteristics. Each ideal type prioritises different aspects, such as performance, innovation, or inclusive practices. The heterogeneity of school responses highlights the necessity for targeted, context-sensitive support to ensure equitable educational practices.

Co-designing Data-Driven Educational Technology and Practice: Reflections from the Japanese Context

AbstractThis paper explores co-design in Japanese education for deploying data-driven educational technology and practice. Although there is a growing emphasis on data to inform educational decision-making and personalize learning experiences, challenges such as data interoperability and inconsistency with teaching goals prevent practitioners from participating. Co-design, characterized by involving various stakeholders, is instrumental in addressing the evolving needs of technology deployment. Japan's educational context aligns with co-design implementation, with a learning and evidence analytics infrastructure facilitating data collection and analysis. From the Japanese co-design practice of educational technologies, the paper highlights a 6-phase co-design framework: motivate, pilot, implement, refine, evaluate, and maintain. The practices focus on data-driven learning strategies, technology interventions, and across-context dashboards, covering assorted learning contexts in Japan. By advocating for a co-design culture and data-driven approaches to enhance education in Japan, we offer insights for education practitioners, policymakers, researchers, and industry developers.

The hows and whys of gendered grouping practices in primary physical education in England

ABSTRACT Background: Single- and mixed-sex grouping have long been a focus of attention in physical education (PE) and are matters often at the fore of discussions about curriculum planning, teaching, and learning. Nonetheless, there remains little consensus or guidance on which approach (or combination of approaches) should be preferred in PE in primary and secondary schools in England. Further, while single- and mixed-sex grouping have been extensively researched in PE in secondary schools, hitherto there remains an absence of research examining these practices in PE in primary schools. This research sought to address gaps in the literature to build a stronger evidence-base for decisions about gendered grouping practices in PE. Specifically, the study was designed to provide a snapshot of current single- and mixed-sex grouping arrangements in primary PE in England. Method: Data were collected via an online survey which was administered to all state-funded mainstream and special schools providing for children in Key Stage 1 (aged 5–7) and/or Key Stage 2 (aged 7–11) in the North-East of England (917 at the time of study). A total of 254 surveys were completed giving a response rate of 27.7%. Results: The responses indicate that nearly all schools were using mixed-sex grouping for PE, with children typically remaining in their mixed-sex form class and taught the same curriculum activities by their class teacher. Notably, no schools were using single-sex grouping for all PE lessons, although some were teaching combinations of single- and mixed-sex classes across different year groups and/or different activities of the curriculum. The responses also challenge the traditional dichotomous representation of single- and mixed-sex grouping by showing that some schools were grouping children into smaller single-sex groups within mixed-sex PE classes, particularly in activities requiring bodily contact. Some schools were also organising children into smaller mixed-sex groups within mixed-sex PE classes to encourage boys and girls to work together and support one another in their learning. Reported reasons for current grouping arrangements reflected both pragmatic considerations and perceived educational benefits of particular approaches, including school timetabling and consideration of gender equity in curriculum provision in PE. Conclusion: The conclusion calls for further research to explore the efficacy of single- and/or mixed-sex grouping in supporting and meeting the needs of all children in primary PE. Relatedly, we also highlight the importance of intersectional perspectives being brought to single- and mixed-sex grouping debates to inform the development of more nuanced, evidence-based policies and practices that promote inclusion and celebrate the diversity of children. We further suggest a need for research and policy to reconsider the language used in grouping practices to reflect commitments to gender diversity and gender equity.

Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding

AbstractPrimary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.

Deschooling teachers: a pathway to self-directed education

Purpose The purpose of this study was to explore the experiences of former teachers who transitioned into self-directed education (SDE), a K-12 educational paradigm where learning is authentically student-led. Design/methodology/approach Drawing on Ivan Illich’s Deschooling Society and qualitative thematic analysis of interviews with educators who have left conventional teaching, the research delves into understanding the modern concept of deschooling, critique of conventional schooling’s limitations and the implications of both for the future of educational practice. Findings The study highlights the themes that emerged from a cross-analysis of text and lived experience, emphasizing the need for childhood autonomy and agency in approaches to education. This study reveals a reimagined relationship and new profession for educators as they reemerge on the other side of the deschooling process. This study offers insights into the transformative potential of deschooling and SDE’s alignment with Illich’s vision for a lifelong learning society that transcends institutional constraints, thereby contributing to the discourse on educational reform and the empowerment of authentic learner-directed education. Originality/value Research on SDE as a field is quite limited, with no known prior empirical studies on SDE mentors or their process of deschooling. This work also provides theoretical novelty in using Deschooling Society as a lens for understanding the phenomenon of deschooling through lived experience as a critique of modern society and creating a real, re-envisioned future.

Teaching Socioscientific Issues: A Systematic Review

AbstractTo provide a comprehensive picture of socioscientific issues (SSI) pedagogy in primary and secondary school contexts, we present a systematic review of research on how SSI in science education practice is characterized in studies of teaching and learning from 1997 to 2021. The review addresses the identified need for guidance on SSI teaching as experienced by practicing teachers. The aim of the study is to define and describe how SSI as a pedagogical approach is characterized in studies of teaching and learning in science education research. From a sample of 5183 peer-reviewed articles, 157 were selected for the data extraction and systematic review process. The result is structured around teaching objectives, teaching topics, and teaching methods. Our findings show that much of the research revolves around the development of students’ higher-order thinking skills and science content knowledge. The topics identified fall mainly within two themes: the environment and sustainable development, and health and technology. Group discussions stand out as the primary teaching method. The findings are discussed in the light of previous reviews, and recommendations for future research are suggested.

How University Teachers and Students Understand the «Learning to Learn» Competence: An Exploratory Study Through Text Mining Techniques

This study aimed to investigate how university teachers and students in Education, Health Sciences, and Engineering understand the ‘learning to learn’ competence, using text mining. Analyses covered 160 interventions from teachers (16,317 token-words) and 243 interventions from students (15,394 token-words). Students emphasized mentoring and adaptive skills, while teachers focused on autonomy and significant learning. Students highlighted the role of teachers in facilitating successful learning, while teachers prioritised information management and teamwork with classmates. Implications for educational practice were discussed, considering the theoretical assumptions.

Characterization of the Competencies of Future Mathematics Teachers in Ecuador

Objective: To analyze the graduation profile of teacher training programs to identify and describe the specific skills that teachers should acquire during their initial training. Theoretical Framework: The study is grounded in the theory of teacher training competencies, which asserts that teachers must possess cognitive abilities to adapt to different educational contexts, procedural skills to address specific professional challenges, and ethical attitudes to guide their educational practice. Method: An ex post facto study was conducted with a mixed exploratory and descriptive approach, using as the study population the 13 Ecuadorian universities that offer teacher training in mathematics. Results and Discussion: A total of 198 competencies grouped into 17 categories were identified. The most frequent category pertains to mathematical knowledge. Variations among the universities analyzed were observed, with some focusing more on content knowledge and others on competencies directly related to teaching practice. Research Implications: The results can be used to enhance teacher training programs by integrating key competencies and developing more effective educational strategies. Additionally, they could influence the formulation of educational policies that establish clear standards, thereby improving educational quality and preparing teachers for current challenges. Originality/Value: This study provides a mixed exploratory and descriptive approach to examine the graduation profile of teacher training programs in mathematics in Ecuador. It also offers guidance for the preparation of future teachers, ensuring alignment with current and future educational demands.

Teachers’ pedagogical beliefs in Norwegian school makerspaces

AbstractIn Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers’ values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers’ interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures.

Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

Reframing Youth Wellbeing Through Community-Engaged Learning

In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the “problems” of education, offering new pathways to “do wellbeing” in learning spaces.

My pronouns are fuck ICE: on the colonial gender continuum, colonial dysphoria, and loving illegality

This paper examines the role of the Multicultural Community Center (MCC) at the University of California, Berkeley in fostering inclusivity for trans-Latinx students, with a focus on Afro-Latinx and Abya Yala Indigenous students. It explores the emotional and social impacts of recognizing trans identities within educational settings, assessing how these recognitions interact with broader transgender inclusion practices. The study introduces the “Colonial Gender Continuum” framework to highlight the pervasive colonial influences on gender equity efforts, emphasizing the complex realities trans students navigate. Through detailed narratives, it reveals the intersectional challenges faced by trans Black, Indigenous, and Students of Color (BISOC), including colonial dysphoria—a profound psychological turmoil rooted in the historical and ongoing colonial impacts on gender identity. This condition exacerbates the struggles of trans students, highlighting the need for educational practices that address and rectify colonial practices in gender equity efforts.

Leveraging the teamwork model for effective integration of interactive materials on mobile devices in visual media communication, innovation, and impact on society

The issue of waste in printed materials can be effectively addressed by leveraging technology, especially mobile devices, in language learning initiatives. This research focuses on integrating interactive materials through the TEAMWORK model, with the ELENE project serving as a case study. The overarching goal is to assess how the TEAMWORK model can streamline planning and execution in mobile-assisted language learning endeavours. By evaluating effectiveness, identifying challenges and best practices, and offering practical recommendations, this study aims to improve language education outcomes through technology integration while reducing the environmental impact associated with traditional printed materials. The research methodology involves a thorough examination of integrating interactive materials on mobile devices using the TEAMWORK model, with a specific focus on the ELENE project. It commences with a comprehensive literature review and progresses to qualitative data collection through interviews and observations. The TEAMWORK model serves as a guiding framework for planning and execution, with data gathered through surveys and usage analytics. Analysis techniques are employed to evaluate the model’s impact on project outcomes and to derive practical recommendations for stakeholders, all aimed at enhancing language education practices and technology integration. The research results highlight the effectiveness of integrating interactive materials on mobile devices using the TEAMWORK model, as evidenced by the ELENE project. Qualitative analysis revealed that the structured approach provided by the TEAMWORK model significantly improved planning and execution phases, leading to better project outcomes and increased learner engagement. Quantitative data further corroborated these findings, demonstrating measurable enhancements in language proficiency and user satisfaction. Challenges such as technical constraints and resource limitations were effectively managed through proactive risk mitigation strategies outlined by the model. Overall, the results underscore the value of the TEAMWORK model in optimizing mobile-assisted language learning initiatives and offer valuable insights for stakeholders involved in similar endeavours. The integration of interactive materials on mobile devices, guided by the TEAMWORK model within the ELENE project, has significantly improved language learning outcomes. Through structured planning and execution, the TEAMWORK model effectively enhanced project outcomes and increased learner engagement. Practical implications include actionable recommendations for stakeholders involved in similar projects, offering insights for maximizing the effectiveness of technology integration in language education.

Leveraging the teamwork model for effective integration of interactive materials on mobile devices in visual media communication, innovation, and impact on society

The issue of waste in printed materials can be effectively addressed by leveraging technology, especially mobile devices, in language learning initiatives. This research focuses on integrating interactive materials through the TEAMWORK model, with the ELENE project serving as a case study. The overarching goal is to assess how the TEAMWORK model can streamline planning and execution in mobile-assisted language learning endeavours. By evaluating effectiveness, identifying challenges and best practices, and offering practical recommendations, this study aims to improve language education outcomes through technology integration while reducing the environmental impact associated with traditional printed materials. The research methodology involves a thorough examination of integrating interactive materials on mobile devices using the TEAMWORK model, with a specific focus on the ELENE project. It commences with a comprehensive literature review and progresses to qualitative data collection through interviews and observations. The TEAMWORK model serves as a guiding framework for planning and execution, with data gathered through surveys and usage analytics. Analysis techniques are employed to evaluate the model’s impact on project outcomes and to derive practical recommendations for stakeholders, all aimed at enhancing language education practices and technology integration. The research results highlight the effectiveness of integrating interactive materials on mobile devices using the TEAMWORK model, as evidenced by the ELENE project. Qualitative analysis revealed that the structured approach provided by the TEAMWORK model significantly improved planning and execution phases, leading to better project outcomes and increased learner engagement. Quantitative data further corroborated these findings, demonstrating measurable enhancements in language proficiency and user satisfaction. Challenges such as technical constraints and resource limitations were effectively managed through proactive risk mitigation strategies outlined by the model. Overall, the results underscore the value of the TEAMWORK model in optimizing mobile-assisted language learning initiatives and offer valuable insights for stakeholders involved in similar endeavours. The integration of interactive materials on mobile devices, guided by the TEAMWORK model within the ELENE project, has significantly improved language learning outcomes. Through structured planning and execution, the TEAMWORK model effectively enhanced project outcomes and increased learner engagement. Practical implications include actionable recommendations for stakeholders involved in similar projects, offering insights for maximizing the effectiveness of technology integration in language education.

Reframing Youth Wellbeing Through Community-Engaged Learning

In recent years, discourses about youth have been mired in narratives of learning loss and mental health crises. These cultural stories often pathologize youth, offering little in the way of generative pathways for educator practice to aid young people as they navigate the very real challenges in contemporary society. The experiences and reflections shared by a young man, Alberto, about the work he did with his peers and teacher demonstrates the power of community engagement, collaborative art, and responsive teaching to reframe the “problems” of education, offering new pathways to “do wellbeing” in learning spaces.

What employers really want: a deep dive into résumés and holistic competencies

PurposeThis research aims to understand employers' views and preferences on the assessment of holistic competencies (HCs) in graduates, a topic with existing gaps in literature. With the disparities between higher education practices and employer expectations concerning HC assessment, the study focuses on what employers wish to see in graduates' resumes. As resumes play a pivotal role in recruitment, influencing who gets shortlisted, this research seeks to discern how graduates can optimally make a good first impression. In essence, the study endeavours to enhance knowledge on employers' inferences about a candidate’s HCs and employability skills based on resume content.Design/methodology/approachA comprehensive 12-item survey was devised to collect employers' perceptions and expectations of holistic competencies (HCs) assessment. The survey was informed by a synthesis of discussions with employers, teachers and a critical review paper. It aimed to understand employers' HC assessment expectations and bridge the teachers' understanding gap of students' HC achievements. Questions included demographic data, and specifics about employers' perceptions of graduates’ resumes. The survey was hosted on Qualtrics and disseminated via the authors' networks, social media and university departments in Hong Kong, with responses gathered from April to June 2021.FindingsThis study reveals that employers value holistic competencies (HCs), especially those developed through work placements and extracurricular activities, as indicators of job readiness in graduates. It is imperative for students to highlight these competencies in their resumes, potentially also demonstrating them through digital portfolios. The research underscores the need for higher education institutions to systematically document and report students' HC attainments. They can support students by informing them about employer expectations, offering writing workshops and resume samples. Integrating experience-based opportunities into the curriculum can also enhance HC development, preparing students for job market competitiveness and readiness.Research limitations/implicationsThe research limitations include the lack of a widely accepted, standardized method to document and evidence students' holistic competencies (HCs). The implications, however, stress the necessity for students to effectively communicate their HCs to employers, requiring awareness of expectations and adaptability to evolving technologies. Educators and higher education institutions must provide resources and opportunities to students to develop, demonstrate and document these HCs. In the absence of a standardised method for HC reporting, alternative solutions like e-portfolios and platforms like YOCLE can help students gather feedback and present evidence of competencies to prospective employers.Practical implicationsThe study’s practical implications revolve around enhancing job readiness in graduates. Universities need to bolster their support, helping students understand employer expectations, offering writing workshops, resume templates and resources. Incorporation of platforms like YOCLE can help gather and retain evaluations, while promoting internships and extracurricular activities enhances HC development. Graduates must include work experiences, HC achievements and extracurricular activities in their resumes, even exploring digital portfolios for broader evidence presentation. They should also prepare for digital interactions like Zoom calls or video resumes, adapting to the technological advancements propelled by recent global disruptions.Originality/valueThis research provides original insights into employer preferences regarding job candidates' holistic competencies (HCs) in resumes, an area not deeply explored in past literature. Focusing on how resumes can best demonstrate HC attainments, it offers practical guidance for higher education institutions preparing students for the job market. Although the study’s scope is limited by geographical and industry-specific sampling, it provides a foundational understanding of employers' recruitment expectations influenced by resumes. Its value lies in its potential to spur further research into varying contexts and industries, leading to broader implications for graduate employability and resume building practices worldwide.

Review of the Australian nurse teacher professional practice standards: An e-Delphi study

AimThe aim of the study was to review the 2010 Australian nurse teacher professional practice standards (‘the Standards’) to see if they were still relevant to current nursing educator practice in any practice setting, such as academia or clinical settings. BackgroundIt has been over 10 years since ‘the Standards have been reviewed. Nurse education practice has met many challenges in the past decade, so it is timely to evaluate whether the Standards are still relevant to nursing educators today. DesignA modified Delphi technique was used for this study. MethodsDelphi surveys were used to obtain consensus on the relevance of the Standards’ statements to any nursing educator. Links to two electronic surveys were sent to an expert panel of nursing educator leaders. Also, two online focus groups of nursing educators from any practice setting or level of experience were held. Results from the first survey and focus groups led to word changes and additional statements, which were included in the second Delphi survey. ResultsForty participants responded to the first survey and 38 to the second. Fifteen nursing educators attended the focus groups. There was ≥85 % agreement on all statements in the first survey. with similar high agreement responses in the second survey. Changes in the Standards included language used around culture, inclusion of ‘sustainability of the program’ and ‘demonstrates knowledge and expertise in teaching and educational practice’. ConclusionsThe Australian nurse teacher professional practice standards remain highly relevant to nursing educators across all practice settings. In response to feedback from nursing educators some changes to language and additional standard statements were included in the revised standards.

Analyzing teacher candidates' arguments on AI integration in education via different chatbots

The burgeoning role of Artificial Intelligence (AI) in education prompts crucial discussions regarding its implications for teaching and learning. This qualitative study probes the argumentative perspectives of 118 teacher candidates from Iğdır University on the integration of AI into educational practices. Employing Toulmin's (1958) model, we analyzed their arguments, which encompass claims, evidence, warrants, backings, rebuttals, and conclusions, to ascertain their stance on AI's pedagogical integration. Utilizing four distinct AI chatbots—GPT-4, Gemini AI, Claude 3 Haiku, and Mistral AI—the research deciphers thematic undercurrents within these dimensions. Moreover, a novel methodological contribution is made through 'negative space exploration', focusing on the unmentioned themes to identify latent biases and assumptions in the argumentation. The study's dual analytical approach, combining AI-driven theme identification and negative space exploration, resulted in an enriched understanding of the content. Key findings suggest a nuanced perception among participants: while AI chatbots are acknowledged for enhancing educational efficiency and enabling personalized learning, concerns regarding diminished human interaction, potential erosion of critical thinking skills, and ethical use persist. The analyses also highlight the need for a balanced AI implementation that supports, not supplants, traditional educational methods. This research contributes to the ongoing debate on effective AI integration in education and calls for responsible pedagogical adoption of AI technologies.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.

Transforming and Reforming the Indian Education System with Artificial Intelligence

India’s growing economy and population proves its significant stake in the Artificial lntelligence (AI) revolution. India's education and technology sector has grown exponentially over the last few years, particularly in times of Covid-19 pandemic but owing to various reasons, it is accessible to only one in four students in India. AI has proven to be of benefit to all stakeholders alike by (a) enhancing teachers' efficiency and effectiveness in managing Multi Levelled or Multi Graded Learning Units and enabling automated development of customised teaching content; (b) using Intelligent Tutoring Systems to tailor the learning materials to a child's level of competence, style and pace of learning for improving student interactivity and attention rates; and (c) for effective teacher posting and transfer systems and predicting likely student activities such as dropout rates in government schools. The research provides a comprehensive review of the rigorous inclusion of Al in India's education sector through various policy measures. According to the findings, Al increases the efficiency of grading and encourages critical thinking and analytical skills among students. Further studies can assess effective integration of AI with educational practices and policies to increase learning needs.