“Analyzing the Impact of AI-Driven Platforms on Higher Education in India: A Digital Pedagogy Approach”

Abstract

India is home to the largest higher education system globally; hence, it is facing various challenges that are affecting its students, such as rural-urban disparities, outdated curricula, faculty deficiencies, as well as inadequate infrastructural facilities that are making its students unemployable. The NEP 2020 is a champion of technology-enabled initiatives such as SWAYAM, DIKSHA, and e-Pathshala to enhance accessibility, equity, and 21st-century skills; however, the adoption of AI is limited in various HEIs. The current research is a narrative thematic review that attempts to synthesize various studies that are related to AI-enabled platforms within HEIs in India. The research aims to fill a gap that is related to various challenges that are affecting HEIs in India, such as gaps related to pedagogical changes, students' outcomes, factors related to the adoption of AI, as well as ethical concerns. The research focuses on various aspects of AI that are related to students' engagement, learning results, feedback-related changes in teaching practices, as well as various factors related to the adoption of AI that are perceived as useful by HEIs. Using Scopus, Web of Science, and Google Scholar databases from 2010 to 2025, it combines research from around the world with research focused on India. The results show that AI enhances personalization, engagement up to 25%, and adaptive feedback. However, if not tailored to Indian context, it may result in bias, over-reliance, and escalation of already existing inequalities. Teaching practices are moving from traditional models to facilitation and AI literacy, conditioned by existing infrastructure and training challenges common in India. The socio-technical approach to understanding AIEd integrates platforms, teaching practices, results, and equity. It suggests that theory-informed models are more important than tool-centric models. The implications of this research recommend that AIEd models consider curricula that are AI-aware, equitable governance structures, and investments in infrastructure for low-resourced HEIs in India. The research recommendations suggest that longitudinal research is necessary for a more equitable society in rural India. The research contributes to the discourse of pedagogy-centric AIEd by advocating for inclusive transformations that are aligned with NEP 2020.