Author(s): Shraddha Yadav

Abstract: This study investigates the integration of traditional knowledge systems with AI-enabled technology to turn over a new leaf in science education in Delhi government schools. The main objective is to develop a pedagogical model that assimilates Traditional Knowledge with advanced AI tools to rise in engagement of students, cultural awareness and academic performance in science education. The research in harness a mixed-methodology that links up quantitative evaluations with qualitative case studies. By strolling through twenty government schools in Delhi, data were taken from classroom observations, semi-structured interviews with teachers and student performance. The study carried out a curriculum framework that brings together local traditional knowledge in science education and that employs the affordances of AI-enabled platforms to stand up for individuals’ personalized learning pathways and real-time feedback. The results pointed to a 28% relative improvement in students’ acquaintance with difficult scientific concepts and a 33% increase in students’ engagement in the classroom, evidenced through their participation, when traditional knowledge was hooked up with AI tools. Teachers marked outstanding consequential efficacy in responding to student learning needs, while students showed stronger cultural connections to the curriculum that fostered privilege in their learning. These findings pointed out the potential of combining traditional knowledge with AI-enabled technology to create inclusive and effective science education environments. The implications talk about scalable culturally responsive models of pedagogy for government schools in India that afford access to equitable education, preserve cultural knowledge and inform the policy on technology-enhanced learning. Further research is guided to study the long-term impacts and more extensive applicability of this framework across the educational environment.

DOI: https://doi.org/10.22271/27891607.2025.v5.i2f.372

Pages: 485-490 | Views: 110 | Downloads: 55

Download Full Article: Click Here