Mumbai: Eight in 10 students in Mumbai’s civic schools are aware of artificial intelligence tools, but their use is increasingly centred around homework, translation and problem-solving rather than conceptual learning, a joint study by Salaam Bombay Foundation and NMIMS School of Business Management has found. The study, which surveyed 1,050 Class IX students across 20 public schools and included focus group discussions with 12 teachers, has flagged concerns over growing dependence on AI, a widening digital divide and the need to move away from rote learning and predictable exam patterns.Researchers found that while awareness of AI is high, usage remains largely exposure-driven and informal, with many students relying on these tools for solving mathematics problems, language translation and completing assignments. The study said there was limited evidence of students using AI for curiosity-led learning or exploring concepts beyond the syllabus.A key concern highlighted in the report is cognitive offloading, with students increasingly shifting mental effort onto AI platforms. Researchers said this is contributing to a behavioural shift from studying to searching, with reduced emphasis on working through problems independently, engaging deeply with textbooks and classroom discussion, or developing patience for effort-based learning. The trend was found to be more pronounced among male students.Teachers who participated in the study said AI has already entered classrooms, but its use remains fragmented and largely informal. Several educators reported that students are paying less attention in class, skipping note-taking and increasingly turning to AI-generated shortcuts for assignments instead of independent reasoning.The report said the challenge lies not in AI itself, but in its unregulated adoption without a clear pedagogical framework. High exposure combined with trial-and-error use, in the absence of structured classroom guidance, risks creating habitual dependency.The study also highlighted persistent inequalities in access. More than half the students surveyed reported barriers such as shared devices and unreliable internet connectivity. Students from English-medium schools and families with higher educational backgrounds showed significantly higher familiarity and usage levels, suggesting that AI may reinforce rather than bridge existing learning gaps.Vivek Sawant, chief mentor, Maharashtra Knowledge Corporation Limited (MKCL), said there was a growing concern that students may begin to “offload all thinking” onto AI platforms. He said this could be addressed only by moving beyond predictable exam patterns and rote learning, and by enabling students to use AI as a tool that complements rather than replaces human intelligence.Eva Chopra of LEAD Group which works on creating technologies and curriculum in schools said AI models used in education can be designed to promote curiosity and critical thinking rather than simply delivering ready-made answers. “AI models can be designed in such a way that they promote curiosity and critical thinking which schools can use, instead of typical AI models which spoon feeds the answer to the student,” she said.The study has recommended a shift towards analytical and application-based assessments, improved digital infrastructure, reliable internet access, curriculum-linked AI tools and hands-on teacher training before wider classroom integration.Sawant also cautioned against the early introduction of digital devices, saying screens should not be given to students before Class VIII and should be introduced only when children are relatively mentally mature.The report underlined that as AI becomes increasingly embedded in school learning, the focus must now shift from access to structured, equitable and academically guided use.
