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EducationDelhi

Twenty hours of AI for classes 9 to 12, and a chapter on spotting deepfakes

NCERT has released an introductory module on computational thinking and artificial intelligence. It covers how machines learn from examples, how to detect deepfakes and where the ethical boundaries around personal data lie.

· · 1 min read

New Delhi: School students in classes 9 to 12 will now work through a 20-hour introductory module on computational thinking and artificial intelligence, released by the National Council of Educational Research and Training.

The module's contents are worth reading closely, because they show what the curriculum writers think a 15-year-old actually needs to know about AI in 2026.

It begins with the use of AI in everyday applications — the recommendation engine, the map, the filter that sorts a photo album. That is the right starting point, since most students already use these systems daily without knowing what sits behind them.

The second theme is how machines learn from examples. This is the conceptual core. A student who understands that a model is shaped by the data it is shown, and not by an understanding of the world, has grasped the single most useful idea in the field.

The third is deepfake detection. This is the practical skill, and it is the one that will be tested in the wild. A class that can look at a video and ask what is wrong with the hands, the teeth, the lighting or the lip-sync is better protected than one that has been told to trust nothing.

The fourth is ethics, specifically the boundaries that protect personal data. Placing it alongside detection rather than after it is deliberate — recognising a fake and knowing what you may do with someone's image are two halves of the same lesson.

What the module does not appear to include is any substantial treatment of how AI systems are built, trained or deployed at scale. That is a choice about breadth over depth, and it is defensible for an introductory course.

The gap that remains is the teacher. A 20-hour module delivered by a teacher who has never used a generative tool will land very differently from the same module delivered by one who has. Teacher training, and whether schools have the devices and connectivity to run practical sessions, will decide how much of this reaches a classroom.

The council has not announced a training programme for teachers alongside the release.