“Transforming English Language Learning in Teacher Education through Indian Knowledge Systems and Artificial Intelligence.”

Sutapa Kar; Kalitoli k Chishi

doi:10.36948/ijfmr.2026.v08i01.69527

“Transforming English Language Learning in Teacher Education through Indian Knowledge Systems and Artificial Intelligence.”

Author(s)	Ms. Sutapa Kar, Dr. Kalitoli k Chishi
Country	India
Abstract	This study explores the integration of Artificial Intelligence (AI) and Indian Knowledge Systems (IKS) to transform English language learning in teacher education. The rapid expansion of digital technologies has reshaped teaching and learning, creating the need for culturally responsive and technology-enhanced pedagogies. While AI offers personalized learning, adaptive assessment, and intelligent tutoring systems, existing approaches often lack cultural grounding and contextual relevance. At the same time, IKS provides holistic, value-based, and community-centered learning traditions that can enrich English language teaching and promote intercultural competence. However, research integrating AI, English language learning, and IKS remains fragmented and largely conceptual, with limited empirical and classroom-based studies. This review synthesizes recent scholarship to examine how AI tools can support multilingual learning, inclusive education, and teacher professional development while preserving indigenous knowledge traditions. The study also highlights the role of teacher education in developing competencies that combine pedagogy, culture, and technology through frameworks such as TPACK. By analyzing current literature, the study identifies key gaps, including the absence of validated frameworks, limited focus on ethical AI use, and insufficient attention to teacher readiness and culturally responsive AI tools. The findings suggest that integrating AI with IKS can create inclusive, ethical, and context-sensitive English language learning environments aligned with the goals of the National Education Policy 2020 and global digital education initiatives. Overall, the study proposes a conceptual direction for future research and practice to support culturally grounded innovation, equitable access to learning, and the preparation of future-ready teachers in India.
Keywords	Indian Knowledge Systems (IKS), Artificial Intelligence in Education (AI), English Language Learning, Teacher Education, Technology-Enhanced Learning
Field	Arts
Published In	Volume 8, Issue 1, January-February 2026
Published On	2026-02-24
DOI	https://doi.org/10.36948/ijfmr.2026.v08i01.69527

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“Transforming English Language Learning in Teacher Education through Indian Knowledge Systems and Artificial Intelligence.”

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