Estonia brings AI into classrooms, India takes a more measured approach

JAIPUR: Estonia is moving quickly to bring artificial intelligence into school education, with students and teachers being given access to AI tools as part of classroom learning. India, meanwhile, is taking a more gradual approach, bringing AI and computational thinking into the school curriculum.

The two approaches reflect different priorities. While Estonia is looking at how AI can become part of everyday learning, India is focusing first on building the skills needed to use the technology responsibly.

The CBSE has introduced Computational Thinking and Artificial Intelligence (CT & AI) for Classes III to VIII from the 2026-27 academic session. The programme focuses on logical thinking, problem-solving and developing an understanding of technology rather than simply teaching children how to use AI tools.

Cyber and technology expert Mukesh Choudhary said schools need to ensure that the growing use of AI does not come at the cost of children’s safety.

“The question is not whether children should use AI, but whether they are being taught to use it safely. Schools need to teach students how to protect personal information, identify manipulated or incorrect content and understand that an AI-generated answer is not necessarily a correct one,” Choudhary said.

For India, the challenge is also one of access. Schools across the country differ considerably in terms of internet connectivity, availability of devices and teacher preparedness. A model that works in a highly digitised country like Estonia, therefore, cannot simply be replicated across Indian schools.

KB Kothari, former policy planner with UNICEF, New York, said the focus should be on whether technology is actually helping children learn.

“Technology in education should be judged by what it enables a child to learn and do, not by how much technology is placed in the classroom. The child must remain at the centre. AI should strengthen curiosity, creativity and problem-solving, rather than become a substitute for teachers or independent thinking,” Kothari said.

The bigger question for schools is now how AI will change the way children are taught and assessed. If a student can use AI to write an essay, solve a maths problem or prepare an assignment within seconds, conventional homework may no longer be enough to judge what the child has actually understood.

This could mean greater emphasis on classroom discussions, projects, reasoning and asking students to explain how they reached an answer. For schools, the challenge is not just to introduce AI, but to ensure that children continue to think for themselves while learning to use the technology around them.

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