In a thought-provoking discussion on the future of education in India amid the rapid rise of artificial intelligence, experts and representatives from different areas highlighted the stark ground realities: over half of the country's schools lack computers and internet access. Against this backdrop, it was explored what it would truly take to build digital capacity at the grassroots level to enable India to successfully leapfrog into the AI era without ignoring its limitations.

An AI researcher emphasized that "need is the mother of invention." Arguing that the first step is creating widespread awareness about why digital literacy is transformative. Once people understand the "why," they will find ways to achieve it, he opined. He cautioned against mandating an AI curriculum in all schools starting in 2026 when many institutions still struggle with basic infrastructure and foundational skills.

With more than one-third of schools remaining "digitally dark," he stressed the importance of starting with baby steps: utilizing existing resources, reflecting on outcomes, and addressing contextual challenges. No two schools or regions are alike, he noted, advocating for collaboration among parents, students, teachers, and leadership to create successful models. Well-resourced schools could then extend support to neighbouring institutions as a form of community service, ensuring no one is left behind on the path to a Viksit Bharat by 2047.

Referring to a common criticism of India's education system: producing graduates who are neither employable nor industry-ready, let alone future-ready, a retired university professor in science  reframed the issue around the progression from digital user (merely consuming content) to digital worker (executing tools) to digital citizen. With AI automating many repeatable skills, the focus should shift toward non-STEM abilities such as creative writing, critical thinking, debating, questioning, and data analysis. These adaptable skills, he suggested, would better prepare students for a rapidly changing world. He also proposed introducing "digital civics" as a subject to educate the next generation on the opportunities and responsibilities of the digital landscape.

Addressing constraints in digital capacity building, an entrprenuer associated with e-learing platforms pointed out that the bottleneck often lies with teachers rather than students. Teachers need extensive training in implementing learning management systems, interpreting assessment data effectively, and handling security and privacy concerns. Without equipping educators first, he opined, efforts to digitally empower students—especially at the elementary level—risk falling short, making interventions in higher education far too late.

Another retired school headmistress highlighted how extended day-boarding facilities in schools provide valuable extra time to develop holistic skills beyond academics. This dedicated window allows deeper exploration of out-of-the-box thinking, communication, collaboration, and teamwork. With information overload characterizing the modern world, students need guidance on analyzing and disseminating data meaningfully. She also mentioned that exposure to arts, theater, music, Indian heritage, and hands-on projects fosters innovation—evidenced by students in such programs developing patentable products while becoming digitally savvy.

Experts also tackled the National Education Policy's built-in flexibility, which sometimes leads to varying interpretations across states and a lack of standardization in digital literacy. Those in the field of research and higher education argued that while every child and context is unique, certain essentials—like cyber safety, security, and basic digital survival skills—should be standardized nationwide.

Beyond that, applications should remain contextual: teaching a vegetable vendor about building credit history through digital transactions or empowering a school dropout to sell family produce online. A section of academicians echoed this, suggesting tiered standardization (e.g., basic hygiene in primary schools, cyber bullying awareness in secondary) while allowing customization for local needs. One of them broadened the view, noting that digital education reflects global changes, with trillions invested in AI worldwide, calling for international consensus on issues like cybersecurity and financial literacy.

The discussion underscored a balanced path forward: combining awareness, teacher empowerment, contextual innovation, and selective standardization to ensure India's education system not only catches up but thrives in the AI-driven future.