International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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From Chalkboard to Algorithm: Redesigning India’s Teacher Education for Ai-enhanced Classrooms

Author(s) Dr. Sourav Maity
Country India
Abstract The National Education Policy (NEP) 2020 aims to transform India's schools by bringing Artificial Intelligence (AI) and digital technologies into the classroom. However, a major challenge exists: while the policy requires AI-enhanced classrooms, it does not provide a clear plan to train teachers to use these tools effectively. This paper introduces the concept of AI-Pedagogical Content Knowledge for teachers as the essential solution to bridge the gap between having AI tools and using them meaningfully in lessons. By analyzing the goals of NEP 2020, current B.Ed. course designs, and recent research on AI in education, this paper argues that the 4-year integrated B.Ed. programme must be completely redesigned. This change is necessary to train future educators who do not just operate technology and software, but who can use AI tools with clear purpose, deep critical thinking, and strict ethical standards. The paper outlines the current gaps in teacher training, presents a six-step strategy to build AI-Based Content Pedagogy Knowledge, and connects this framework to the global Sustainable Development Goal for education (SDG 4) that guides NEP 2020. Ultimately, the paper concludes that moving from traditional chalkboards to AI-enhanced classrooms requires more than just new technology; it requires a new kind of teacher who can act as a thoughtful, caring, and well-trained guide for students using these tools.
Keywords Artificial Intelligence in Education (AIED), AI-Pedagogical Content Knowledge (AI-PCK), Teacher Education, National Education Policy 2020, B.Ed. Curriculum Reform, Digital Pedagogy, SDG 4
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-06-06
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E-ISSN 2582-2160
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