| 1 |
Author(s):
Sachin Kumar.
Country:
India
Research Area:
Fine Arts
Page No:
1-11 |
Generative AI Usage and the Erosion of Deep Thinking: A Study on Analytical Reasoning and Creative Output in Visual Arts Education
Abstract
The rise of generative AI based on tools like Midjourney, DALL E, and Stable Diffusion in the education of visual arts has transformed the creative process; however, it also becomes a source of concern in regards to its effects on the cognitive interaction and the creative growth of students. Although these AI systems allow one to experiment quickly and have high quality visuals, it might unintentionally strip away the ability to think deep and do manual ideation as well as reflective criticism. The current chapter discusses whether AI can serve as a cognitive enhancer, broaden the creative opportunities, or as a cognitive substitute, resulting in decreased analytical thinking and low conceptual originality. The chapter is based on the Dual Process Theory and the notion of Deep Work, exploring how AI tools, in the first place, involve System 1 mode of thought, which is more intuitive and spontaneous, and, as well, may end up condensing System 2 mode of thought, which is reflective and critical. The methodology proposed by the study will be longitudinal evaluation of undergraduate students of visual arts, in comparison to those who use AI assisted tools and those who use the old studio technique. Some of the most important signs, including repetitive sketching, depth of concepts, and originality of the artwork are studied. Some may say that AI will make people more creative, democratize technical abilities, and widen the range of stylistic consciousness, but the chapter argues that AI ought to enhance and not eliminate the profound artistic thinking. It demands a redefined educational methodology that is both analytically rigorous and manual in crafting skills and independent intellectuality in the era of AI boosted creativity.
Keywords Generative AI, Deep Thinking, Analytical Reasoning, Visual Arts Education, Creativity
| 2 |
Author(s):
Ms. Samiksha Bhalchandra Pawar.
Country:
India
Research Area:
Education
Page No:
12-17 |
AI vs. Traditional Study Methods: A Review of Student Performance and Knowledge Retention
Abstract
The accelerated pace of development of Artificial Intelligence (AI) technologies has had a major impact on the global higher education system, leading to a paradigm shift in the way students access, process, and retain knowledge. AI-powered learning platforms are developed to offer personalized feedback, adaptive content delivery, real-time engagement, and improved accessibility, thus enabling the creation of dynamic and student-centric learning environments. On the other hand, conventional learning processes like classroom teaching, hardcopy textbooks, manual note-taking, and offline learning tools remain the cornerstone of organized and disciplined academic learning. This review paper, AI vs. Traditional Study Methods: A Review of Student Performance and Knowledge Retention, critically evaluates the relative efficacy of AI-powered learning platforms and traditional learning processes in enhancing student performance in examinations and long-term retention of knowledge.
The paper is grounded on the assessment of secondary data generated from the scholarly literature published between 2010 and 2025, concentrating on digital education technology and traditional learning environments in higher education settings.
Research shows that AI-based educational platforms improve students’ performance for a short while, while traditional teaching methods at universities are more effective in developing necessary knowledge for students’ success. Results of the study show that the combination of both educational methods helps students attain maximum success.
| 3 |
Author(s):
Dr. Sadasiba Patro.
Country:
India
Research Area:
Education
Page No:
18-26 |
Beyond the Primary Gap of Implementing Mother Tongue Pedagogy in Tribal Secondary Classrooms: A Policy-Practice Analysis
Abstract
A major challenge in implementing the National Education Policy 2020 in tribal secondary schools is that, while the policy supports multilingual education and teaching in the mother tongue, secondary schools still depend on single-language assessment systems. This disconnect, where the aim of incorporating many languages contrasts with the reality of monolingual board exams, affects the opportunities and outcomes for tribal students. In India, where many languages are spoken, language differences often reflect economic disparities. Language policies determine who can go to school and how well they can engage. The National Education Policy 2020 suggests teaching in the mother tongue at least until Grade 5, and ideally until Grade 8. However, efforts to promote multiple languages in secondary schools are still not fully developed or widely used. This article examines mother tongue teaching in tribal secondary schools. It looks at how the aims of the policy align with what happens in classrooms and what changes are needed to support multilingual education beyond primary grades. Data from interviews, observations, and student discussions show that consistent use of the mother tongue enhances understanding, builds disciplinary literacy, and reinforces identity. However, institutional barriers, such as monolingual exams, a lack of textbooks, and gaps in teacher training, hinder broader structural change. The article argues that effective multilingual reform at the secondary level requires coordinated changes in curriculum design, assessment methods, teacher education, and community involvement. When mother tongue teaching is recognized by institutions, it not only helps with academic success but also promotes fairness and continuity in language use.
| 4 |
Author(s):
Yogita Sahadu Dahibhate.
Country:
India
Research Area:
Computer Science
Page No:
27-32 |
AI Chatbots for Education Support System: Enhancing Personalized Learning and Academic Efficiency through Intelligent Conversational Agents
Abstract
It is observed that with the introduction of Artificial Intelligence (AI) technology, there has been a major change in the education sector, which has helped to develop intelligent education support systems that improve the quality of education, learning, and management of education institutions. Among various newly developed technologies, it is identified that AI chatbots is an important part of the education support system that allows students to use the benefits of modern technology, including Natural Language Processing (NLP), Machine Learning (ML), and Deep Learning algorithms, to develop intelligent chatbots that can interact with students naturally and support students efficiently.
It is a clearly identified that the main objective of the research paper is to identify the role of AI chatbots in the education support system, including its technology, application, advantages, disadvantages, and potential of AI chatbots in the education support system. Moreover, it is identified that another objective of the research paper is to critically analyze the issues associated with AI chatbots in the education support system, including data privacy, developing biases in chatbots, and developing dependencies among students, by conducting an in-depth study of existing literature and case studies, and highlighting the significance of AI chatbots in the education
| 5 |
Author(s):
जितेश टुडू.
Country:
India
Research Area:
Santali
Page No:
33-39 |
‘संताली जी’ आक् ओ़नो़ड़हेंको रे दिसा़म दुला़ड़ : मित् तो़जबिज
Abstract
आदित्य मित्र संताली जी ने देशभक्ति स्वर कविताओं को ही अधिकतम रचना की है।
