A STUDY OF TEACHERS' AND PARENTS' PERCEPTIONS OF THE IMPACT OF ARTIFICIAL INTELLIGENCE ON SCHOOL-GOING CHILDREN
Artificial Intelligence, Education, Teachers, Parents, Adolescents, Adoption-Anxiety Paradox, Mental Health, Academic Integrity
The integration of Artificial Intelligence (AI) into secondary education represents a fundamental shift in pedagogical dynamics and home learning environments. Driven by the global push toward algorithmic education and localized mandates such as India’s National Education Policy (NEP) 2020, AI tools are fundamentally altering the cognitive and social development of adolescents. This study aims to investigate the perceptions of two primary adult stakeholder groups—educators and parents—regarding the integration of AI among secondary students (Standards 9–12) within the specific socio-cultural context of Vadodara, Gujarat. A quantitative descriptive survey design was adopted, and data were collected from a purposive sample of 50 participants, comprising 25 educators (formal and private tuition) and 25 parents using a structured questionnaire. The theoretical framework triangulates Bronfenbrenner’s Ecological Systems Theory and the Technology Acceptance Model (TAM) to critically evaluate both the environmental impacts and the psychological adoption factors. The findings reveal a pronounced "Adoption-Anxiety Paradox" among stakeholders. While a significant majority of educators (72%) and parents (68%) acknowledge the high perceived usefulness of AI for accelerating learning, providing personalized tutoring, and developing future-ready skills, they simultaneously report severe ethical and developmental anxieties. Specifically, 76% of both cohorts fear that students utilize generative AI to bypass necessary cognitive struggles, precipitating a crisis in academic integrity. Furthermore, 80% of educators reported a tangible decline in original student writing, while 80% of parents expressed profound helplessness regarding algorithmic screen addiction, culminating in overwhelming support for recent state-level mobile phone bans in schools. The study highlights the need for active parental mediation and the redesign of school assessment frameworks to safeguard adolescent development in the digital age.
Registration ID: IJVRA_702583 Published ID: IJVRA2603858
"A STUDY OF TEACHERS' AND PARENTS' PERCEPTIONS OF THE IMPACT OF ARTIFICIAL INTELLIGENCE ON SCHOOL-GOING CHILDREN", IJVRA - International Journal of Versatile Research and Analysis (www.IJVRA.org), ISSN:2984-8903, Vol.4, Issue 3, page no.624-630, March-2026, Available :https://ijpub.org/ijvra/papers/IJVRA2603858.pdf
Paper Reg. ID: IJVRA_702583
Published Paper Id: IJVRA2603858
Research Area: Other area not in list
Country: Karimganj (Sripur), Assam , India
ISSN: 2984-8903 | IMPACT FACTOR: 9.12 Calculated By Google Scholar | ESTD YEAR: 2023
An International UGC CARE JOURNAL PUBLICATION Low Cost (₹599), Scholarly Open Access, Peer-Reviewed, Refereed Journal Impact Factor 9.12 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage, Crossref DOI Member Journal Indexing in All Major Database & Metadata, Citation Generator
Publisher: IJVRA (IJ Publication) Janvi Wave
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