The rapid expansion of digital technologies has brought Artificial Intelligence (AI) to the forefront of educational transformation. In the Indian context, its relevance to rural education is particularly significant, given the persistent disparities in access, quality, and infrastructure. This paper examines the implications of AI in rural education through a sociological lens, focusing on both its potential to enhance learning and the structural barriers that limit its effectiveness. Drawing on secondary data from policy reports, academic literature, and institutional studies, the paper analyzes how AI-enabled tools contribute to personalized learning, improved access to educational resources, and administrative efficiency. At the same time, it highlights enduring challenges such as the digital divide, inadequate infrastructure, limited digital literacy, and socio-economic inequalities that shape uneven adoption. The study argues that while AI presents meaningful opportunities for strengthening rural education, its impact is contingent upon inclusive implementation. Without addressing underlying social and economic disparities, technological interventions risk reproducing existing inequalities. The paper concludes by emphasizing the need for policy interventions that integrate technological innovation with social equity, capacity building, and localized strategies to ensure that the benefits of AI are equitably distributed across rural India.
Ravikumar K. (Thu,) studied this question.
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