Reimagining Pedagogy in the Digital Age: Integrating AI, Equity, and Student-Centered Learning for Future-Ready Education

Abstract

The digital transformation of education has accelerated the integration of artificial intelligence (AI) into teaching and learning, raising critical questions about equity, inclusivity, and the need for student-centered approaches. This study examines how AI-enabled practices, equity considerations, and learner-centered pedagogies intersect to shape future-ready education in Punjab, India. Using a mixed-methods design, data were collected from 300 participants (200 students and 100 educators/administrators) across the districts of Amritsar, Ludhiana, and Jalandhar. Quantitative data were obtained through structured surveys, while qualitative insights were gathered from 30 semi-structured interviews and four focus group discussions. The findings reveal moderate adoption of AI tools, with students reporting slightly higher usage than educators, although their impact on autonomy, collaboration, and critical thinking remains modest. Equity gaps persist, influenced by device ownership, institutional type, and socio-economic conditions, suggesting that access alone does not guarantee inclusive learning outcomes. Moreover, over-reliance on AI was found to reduce collaborative engagement, underscoring the need for balanced human–technology integration. The study concludes that future-ready education requires intentional alignment of AI tools with equity-driven, student-centered pedagogical frameworks, ensuring that digital transformation fosters not only skill development but also inclusivity and holistic human growth..