Curriculum on AI and Computational Thinking (CT) for Class 3 Onwards

• 03 Nov 2025

For Prelims: Artificial Intelligence, National Education Policy (NEP) 2020, NISHTHA 

For Mains: Education reforms, Role of technology in education and digital inclusion, Impact of emerging technologies on learning and employment

Source: PIB

Why in News?

The Ministry of Education plans to introduce Artificial Intelligence (AI) and Computational Thinking (CT) from Class 3 onwards in the 2026–27 academic year under the National Curriculum Framework for School Education (NCF-SE) 2023, in line with National Education Policy (NEP) 2020 to prepare students for an AI-driven future. 

• The Central Board of Secondary Education (CBSE) has set up an expert committee led by Prof. Karthik Raman to develop the curriculum, guided by the concept of linking AI learning to “The World Around Us” (TWAU) for real-life relevance.

What is AI & CT Curriculum?

• About: The AI & CT curriculum aims to make AI education a universal skill as essential as reading or numeracy. 
  • Aligned with NEP 2020 and NCF-SE 2023, it promotes a shift from rote learning to problem-solving, creativity, and ethical technology use, fostering critical thinking, logical reasoning, and responsible innovation among students.
• Early Integration into Schooling: AI & CT will be introduced from Grade 3 onwards.
  • The idea is to organically embed AI-related learning from the foundational stage so that children grow up understanding how technology impacts their world.
  • The approach promotes “AI for Public Good,” highlighting ethical and socially responsible applications of technology.
• Institutions/Bodies Involved:
  • Central Board of Secondary Education (CBSE)
  • National Council of Educational Research and Training (NCERT)
  • Kendriya Vidyalaya Sangathan (KVS)
  • Navodaya Vidyalaya Samiti (NVS)
  • State and Union Territory (State/UT) Education Boards
    • All will work collaboratively under the guidance of the Department of School Education and Literacy (DoSE&L) to develop the AI and CT curriculum.
• Implementation and Resources: Teacher training will be the backbone of this rollout, led through NISHTHA (National Initiative for School Heads’ and Teachers’ Holistic Advancement) training modules and video-based learning resources.
• Broader Significance: Represents a major step towards creating tech-literate and ethically aware citizens.
  • It strengthens India’s long-term vision of becoming an AI-driven knowledge economy and reinforces the shift towards future-oriented, inclusive, and competency-based education.

Note: NCF-SE 2023, introduced TWAU as a core curricular area at the preparatory stage of school education.

• TWAU is  a multidisciplinary course that helps students explore natural, social, and cultural environments through active learning, linking concepts from science, social studies, and environmental education.

What is the Role of AI and Computational Thinking (CT) in Education?

• Global Trends and Workforce Readiness: Countries like China, UAE, and the UK are already incorporating AI into school education. Early exposure builds a foundation for careers in data science, robotics, and AI critical for a digital economy.
• Bridging the AI Awareness Gap: AI literacy can help students critically understand the technology they already encounter (e.g., AI-powered chatbots, recommendation engines).
  • A Youth Ki Awaaz survey revealed 88% of students already use AI for studies, formal education can guide safe, ethical use.
• Personalized and Adaptive Learning: AI tools can adapt content to each student’s pace and style, helping address learning gaps, especially in underperforming areas.
  • Promotes project-based learning, critical thinking, and real-world problem-solving.
• Gradual and Age-Appropriate Rollout Planned: Class 3 onwards will focus on AI literacy (basic concepts and ethics), while higher classes (11-12) will include AI skills (coding, NLP). Emphasis remains on foundational learning till middle school.
  • Students develop the ability to understand and critically evaluate technology, gaining meta-skills that are now as essential as literacy and numeracy in the digital era.

What are the Challenges of Integration of AI and Computational Thinking (CT) in Education?

• Digital Divide and Infrastructure Deficiency: Nearly 50% of Indian schools lack basic digital infrastructure like electricity, internet, and computers.
  • Introducing AI without bridging the digital gap could worsen educational inequalities.
• Teacher Capacity and Training Gaps: Majority of teachers are not trained in AI pedagogy or ethical usage.
  • In some schools, one teacher handles multiple classes; scaling such a tech-heavy subject poses serious challenges.
• Risk of Dis-Education and Dependency: AI tools might undermine learning motivation, students may use chatbots to generate answers without understanding them. This may erode intergenerational learning and critical reasoning.
• Curriculum Rigidity and Rapid Tech Change: AI evolves fast, skills like prompt engineering may become obsolete in a few years.
  • A fixed curriculum risks becoming outdated and irrelevant, leading to shallow or misaligned learning outcomes.
• Privacy, Psychological, and Ethical Risks: Children are interacting with AI tools unsupervised. This can lead to risks like over-reliance, data misuse, and exposure to unfiltered or biased content, especially in absence of robust regulatory frameworks.

What can be the Balanced Approach for Introducing AI & CT Curriculum in Education?

• Phased and Modular Implementation:  Experts recommend a phased and modular rollout of AI education.
  • Starting with AI literacy in Classes 3–5 through real-world examples, followed by applied understanding and responsible use in Classes 6–8, and advancing to technical skills such as Python programming, data analysis, and AI model building in Classes 9–12.
• Unplugged Learning for Low-Infrastructure Schools: Create offline activities and simple games that teach logic, reasoning, and ethical decision-making, so students can learn core AI concepts without needing digital devices, especially in schools with limited resources.
• Focus on Ethics, Critical Thinking and Lifelong Learning: Integrate AI ethics, data privacy, and bias detection in curriculum.
  • Emphasize adaptability, curiosity, and the ability to learn continuously, not just job-oriented skills.
• Teacher Development and Support: Teacher training under NISHTHA and strong NCERT–CBSE coordination will be crucial for effective rollout. 
  • Policymakers must ensure infrastructure readiness, teacher support, and ethical safeguards before scaling nationwide.

Conclusion

Introducing AI early can help students become digitally confident and future-ready  but only if it’s done gradually, inclusively, and responsibly. Without proper preparation, it risks deepening existing inequalities instead of bridging them.

Drishti Mains Question:

Q. Critically examine the merits and challenges of introducing Artificial Intelligence (AI) and Computational Thinking from early school grades in India. 

Frequently Asked Questions (FAQs)

1. What is the AI & CT Curriculum?

It aims to make AI education a universal skill, integrating Artificial Intelligence and Computational Thinking into school learning under NEP 2020 and NCF SE 2023.

2. What are the key challenges in implementing AI in schools?

Major challenges include the digital divide, inadequate teacher training, outdated infrastructure, and ethical risks like data misuse and over-reliance on AI tools.

3. What is the National Education Policy (NEP) 2020?

NEP 2020 is India’s comprehensive education reform policy suited to 21st-century needs. It replaces the old 10+2 system with a new 5+3+3+4 structure, covering foundational, preparatory, middle, and secondary stages of schooling.

4. What is NISHTHA (National Initiative for School Heads’ and Teachers’ Holistic Advancement)?

NISHTHA is a teacher training program that will prepare educators for effective curriculum delivery through digital and video-based modules.

UPSC Civil Services Examination Previous Year Question (PYQ)

Prelims

Q. Consider the following statements: (2018)

1. As per the Right to Education (RTE) Act, to be eligible for appointment as a teacher in a State, a person would be required to possess the minimum qualification laid down by the State Council of Teacher Education concerned.
2. As per the RTE Act, for teaching primary classes, a candidate is required to pass a Teacher Eligibility Test conducted in accordance with the National Council of Teacher Education guidelines.
3. In India, more than 90% of teacher education institutions are directly under the State Governments.

Which of the statements given above is/are correct?

(a) 1 and 2

(b) 2 only

(c) 1 and 3

(d) 3 only

Ans: (b)

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Mains

Q. National Education Policy 2020 is in conformity with the Sustainable Development Goal-4 (2030). It intends to restructure and reorient the education system in India. Critically examine the statement. (2020).