Karnataka Private Schools Oppose AI as Third Language Replacement

Bengaluru, India Aug 29, 2026 ALN: Bengaluru: The Karnataka Associated Managements of Primary and Secondary Schools has expressed strong objections to the government's recent decision to introduce Artificial Intelligence (AI) as an alternative for the third language in Karnataka Public Schools (KPS) and select government high schools.

Recently, Samagra Shikshana Karnataka (SSK) issued a circular announcing the introduction of AI as a National Skill Qualifying Framework (NSQF) subject for grades 9 and 10 in 1,642 government high schools starting from the current academic year. According to the circular, students can opt for AI in place of the traditional third language.

This decision has sparked significant debate among educators, parents, and students. Proponents of AI education argue that integrating technology into the curriculum is essential for preparing students for a rapidly evolving job market. They believe that AI skills will be crucial for future employment opportunities, especially in a world increasingly driven by technology. However, the Karnataka Associated Managements of Primary and Secondary Schools contend that the move to replace traditional languages with AI undermines the cultural and linguistic diversity that is integral to Karnataka's identity.

The association submitted a petition to Chief Minister D K Shivakumar, advocating for the inclusion of both AI and the third language in the curriculum. The letter highlighted that for many children in Karnataka, the third language encompasses vital mother tongues and community connections, such as Urdu, Tamil, Telugu, Marathi, Konkani, Tulu, Malayalam, Hindi, and Sanskrit. The petition argues that forcing students to choose between AI and these languages deprives them of their linguistic and cultural ties, undermining minority rights and the autonomy of schools.

The significance of maintaining mother tongues and regional languages in education cannot be overstated. Linguistic diversity is a vital aspect of a region's heritage, and many educators believe that learning in one's mother tongue enhances cognitive development and fosters a sense of belonging. In Karnataka, where multiple languages are spoken, the third language often serves as a bridge connecting students to their cultural roots and community. The decision to prioritize AI over these languages raises concerns about the potential erosion of cultural identity among younger generations.

Moreover, the Karnataka Associated Managements of Primary and Secondary Schools have raised concerns regarding the implications of this decision on educational equity. They argue that if the government and Karnataka Public Schools (KPS) are compelled to replace languages with AI while private and aided schools continue with their regular curriculum, it will create a significant inequality within the same SSLC board examination. All students under the same board deserve equal access, evaluation, and uniform curriculum standards. This disparity could lead to a situation where students in government schools are at a disadvantage compared to their peers in private institutions, which could further entrench social and educational inequalities.

The introduction of AI in the curriculum also raises questions about the preparedness of teachers and the adequacy of resources. Many educators may not have the necessary training to teach AI effectively, and without proper support, the quality of education could suffer. Furthermore, the infrastructure in government schools may not be equipped to handle advanced technology-based subjects, leading to a gap in educational outcomes.

During a recent meeting, Members of the Legislative Council (MLCs), including Puttanna, Shashil Namoshi, and Balkis Banu, raised this issue and urged the chief minister to intervene. Their involvement highlights the political dimensions of the debate, as language and education policies often intersect with broader issues of identity and representation in Karnataka. The MLCs' concerns reflect a growing recognition of the need to balance modernization with the preservation of cultural heritage in education.

The controversy surrounding the introduction of AI as a third language replacement is emblematic of a larger global conversation about the role of technology in education. As many countries grapple with the integration of digital skills into their curricula, the challenge remains to do so in a manner that respects and preserves cultural diversity. In Karnataka, where linguistic plurality is a hallmark of society, the push to incorporate AI must be approached with caution and sensitivity to the implications for students' identities.

As the debate continues, it remains to be seen how the government will respond to the concerns raised by the Karnataka Associated Managements of Primary and Secondary Schools and other stakeholders. The resolution of this issue will be critical not only for the students currently enrolled in government schools but also for the future of education policy in Karnataka. Balancing the demands of modern education with the need to honor and preserve linguistic diversity will be a challenging yet essential task for policymakers moving forward.