Evaluating the Educational Opportunities and Challenges of Generative Artificial Intelligence in Teaching and Learning

Abstract

This study aims to explore the opportunities and challenges of Generative Artificial Intelligence (GenAI) in educational settings in Lucknow, Uttar Pradesh. The research in this study employs a mixed-methods approach involving 385 educators and 620 students. Results show that 68.3% of teachers are aware of GenAI's potential to enhance personalized learning, but 71.4% are lacking in training and infrastructure. The most significant improvement in student engagement is seen in settings where structured GenAI adoption frameworks are in place, with students reporting an improvement of 72.1%. Seventy-two percent of students see an improvement in engagement when the GenAI tools are adopted in a structured way, compared to 41% in settings without structured adoption frameworks. The top concerns are algorithmic bias (52.7%), privacy violations of data (64.1%) and gaps in teacher training (79.2%). The study points to the fact that GenAI is not a replacement of pedagogy, but a pedagogy that augments the existing one, and that it needs deliberate management. Suggested solutions are context-based policies, required teacher professional development, and investing in infrastructure to address equity issues. This study helps to gain insight into the challenges of the socio-technical aspects of GenAI in the Indian educational landscape, highlighting that the socio-technical challenges of GenAI can be overcome only with institutional capacity and ethical stewardship, and not solely because of the technological sophistication.

Keywords: Generative Artificial Intelligence, Pedagogical Integration, Educational Technology, Teacher Readiness, Learning Outcomes.