Impact of AI Tools on Multidisciplinary Teaching-Learning Practices in India

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly reshaped educational landscapes across the globe, and India is no exception. In recent years, AI-powered tools such as intelligent tutoring systems, adaptive learning platforms, automated assessment tools, and generative AI applications have begun to influence how teaching and learning occur across disciplines. This paper explores the impact of AI tools on multidisciplinary teaching–learning practices in the Indian context, adopting a secondary data-based research methodology. Moving beyond a purely technological perspective, the study adopts a humanized and balanced academic tone, foregrounding the lived experiences of teachers and learners alongside policy frameworks and empirical research. The paper examines how AI supports interdisciplinary integration, personalized learning, collaborative knowledge construction, and learner autonomy, while also interrogating challenges such as digital inequality, ethical concerns, data privacy, and teacher preparedness. Drawing upon existing literature, policy documents, and recent studies, the paper argues that while AI has the potential to transform multidisciplinary education in India, its success ultimately depends on human agency, pedagogical intent, and inclusive policy design. The study concludes by emphasizing the need for capacity building, ethical governance, and context-sensitive implementation to ensure that AI serves as an enabler rather than a replacement of meaningful teaching–learning relationships.