Perspectives of Indian Researchers and Teachers on AI-Based Learning: Implications for School Psychology and Educational Practice in India

There have been many useful contributions of AI in the field of education through personalized learning, inclusion, adaptive learning, and keeping students engaged. This study focuses on how Indian scholars and educators view AI based learning. In order to conduct the research, a descriptive survey was adopted, adopting a mixedmethod approach. For this purpose, 10 researchers and 10 teachers were selected purposefully from different institutes in India. The information was gathered using semistructured interviews, online surveys, and informal academic discussions. The quantitative data were analysed using mean, standard deviation, Cronbach’s alpha, percentage analysis, and chi-square analysis, whereas thematic analysis was used for qualitative data. It was found that researchers and teachers had positive attitudes about integrating AI into the teaching-learning process. Both researcher groups believed that AI had helped improve personalized learning, accessibility, multilingual learning, engaging students, and inclusive learning. Concerns relating to teachers’ readiness, digital divide, ethical concerns, data security, plagiarism, abuse of AI, and infrastructure were also noted. Both groups were in full agreement that the use of AI should be only to support the teaching process instead of replacing the teachers. This paper underscores the importance of adopting ethical policies on AI usage, conducting training for the teachers, improving technological resources, and integrating the use of humancentred AI in India’s education system