Education is widely regarded as a fundamental driver of social change, economic growth, and human development. In recent years, Artificial Intelligence (AI) has emerged as a transformative force in the education sector, enabling personalized learning, improving teaching efficiency, and expanding access to knowledge. However, in a country like India, characterized by deep socio-economic diversity, the benefits of AI are not equally distributed. A significant digital divide persists between urban and rural regions, limiting the accessibility and effectiveness of AI-driven education. This study examines the relationship between AI and the digital divide in rural India from a sociological perspective. It explores how structural inequalities in infrastructure, economic resources, and digital literacy contribute to disparities in educational outcomes. The research is based on secondary data drawn from academic literature, government reports, and international organizations such as UNESCO and the World Bank. A qualitative and analytical approach is employed to understand the interaction between technological advancement and social inequality. The findings suggest that while AI holds significant potential to democratize education, its benefits remain unevenly distributed due to persistent structural barriers. The digital divide is not merely a technological issue but a reflection of broader socio-economic inequalities. The study concludes that bridging this divide requires integrated policy measures, investment in infrastructure, and the promotion of digital literacy to ensure inclusive and equitable education.
Dr. Kittappa (Thu,) studied this question.