Generative Artificial Intelligence (GenAI) tools like ChatGPT, Claude, Gemini, and Copilot are changing how students learn at Indian universities. They let teachers customize lessons for each student, encourage creativity, and let students learn at their own pace and on their own schedule. However, this rapid integration also brings up issues with academic honesty, creativity, reliance on AI, and moral use.

This research article analyzes the influence of GenAI on student learning and academic achievement within the Indian higher education framework, grounded in the philosophical and pedagogical principles of Indian Knowledge Systems (IKS). The research used a quantitative methodology, gathering survey responses from 150 undergraduate and postgraduate students from several fields and 11 faculty members. The results indicate that 93% of students believe GenAI technologies enhance their comprehension of topics; nevertheless, 63% also report a decline in their own problem-solving skills. 82% of faculty members are also worried about plagiarism, 82% are worried about students being too reliant on others, and 57% are worried about students’ writing skills getting poorer. But all sides believe that GenAI may make things better by making adaptive assessments, AI-assisted experiential learning (Piaget, 1972), and more personalized blended training conceivable.

The study indicates a regulatory framework in accordance with IKS that emphasizes AI literacy, ethical norms, institutional regulations, and value-oriented behaviors to ensure responsible and equitable AI usage. The larger impacts on NEP 2020, UGC regulatory norms, curricular changes, and teacher training programs are also examined.

Generative AI, student learning, academic performance, Indian Knowledge Systems, pedagogical innovation, NEP 2020, higher education regulation

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