Analysing International Humanitarian Law with Special Reference to its Implementation in India
DOI: 10.70650/rvimj.2025v2i80007
DOI URL: https://doi.org/10.70650/rvimj.2025v2i80007 Published Date: 08-08-2025 Issue: Vol. 2 No. 8 (2025): August 2025 Published Paper PDF: Download
Abstract: This study explores the adoption of Artificial Intelligence (AI) technologies for teaching English skills in government senior secondary schools of Ranchi, Jharkhand, using responses from 370 teachers. Exploratory cumulative data revealed systemic challenges: Adoption of AI (ATE) was low, with 251 respondents disagreeing and only 22 in agreement. Teacher’s Digital Literacy (TDL) showed potential, with 105 in agreement but 136 in disagreement, indicating scope for capacity building. Institutional Support (INS) was weak, as 239 respondents disagreed on adequate training or encouragement. Teacher’s Attitudes (TAT) reflected scepticism, with 288 in disagreement and minimal positivity. Availability of Infrastructure (AIN) emerged as a major barrier, with 309 disagreeing and only 15 agreeing. Student Readiness and Engagement (SRE) was similarly low, with 301 disagreement responses. These findings highlight that human factors digital literacy, teacher attitude, and student engagement—play a more decisive role than infrastructure. The study emphasizes professional development, motivation strategies, and inclusive ecosystems for effective AI.
Keywords:AI In Education, Teacher Readiness, Digital Literacym, Teaching English.
