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  <Article>
    <Journal>
      <PublisherName>ijesm</PublisherName>
      <JournalTitle>International Journal of Engineering, Science and</JournalTitle>
      <PISSN>I</PISSN>
      <EISSN>S</EISSN>
      <Volume-Issue>volume 15,issue 10</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>Oct 2026</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>2026</Year>
        <Month>10</Month>
        <Day>1</Day>
      </PubDate>
      <ArticleType>Engineering, Science and Mathematics</ArticleType>
      <ArticleTitle>THE FUTURE OF ARTIFICIAL INTELLIGENCE IN ACADEMIA: EVIDENCE FROM CASE STUDIES OF SCHOOLS AND COLLEGES IN INDIA AND ABROAD</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>1</FirstPage>
      <LastPage>18</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Ankit</FirstName>
          <LastName>Agarwal</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI/>
      <Abstract>Copilot have entered schools and colleges faster than any educational technology before&#13;
&#13;
them, and the academic community remains divided on whether they raise or erode the&#13;
&#13;
standards of academia. This article examines that question through a qualitative, multiple&#13;
&#13;
case-study design. Drawing on documented institutional responses, policy interventions&#13;
&#13;
and empirical studies from India (CBSE, NCERT, Karnataka, Kerala, IITs and central&#13;
&#13;
universities) and abroad (the United States, the United Kingdom, Estonia, Australia and&#13;
&#13;
UNESCO member states), it identifies both the enabling and the corrosive effects of&#13;
&#13;
GenAI on learners at the school and college levels. The positive cases show measurable&#13;
&#13;
gains in personalised tutoring, teacher productivity, multilingual access and support for&#13;
&#13;
students with disabilities. The negative cases reveal rising academic misconduct, declining&#13;
&#13;
effort and critical thinking (__doublequotosingcognitive offloading__doublequotosing), unreliable AI-detection tools that&#13;
&#13;
penalise non-native English writers, and widening digital divides. Cross-case interpretation&#13;
&#13;
suggests that outcomes depend less on the tool than on the pedagogical design, policy&#13;
&#13;
clarity and assessment redesign that surround it. The article concludes that academia__ampersandsign#39;s&#13;
&#13;
future with AI will be decided not by prohibition or unguarded adoption but by cultivating&#13;
&#13;
AI literacy, redesigning assessment for process rather than product, and protecting the&#13;
&#13;
developmental needs of children. Suggestions for schools, higher-education institutions,&#13;
&#13;
libraries and regulators, and an agenda for future research, are offered.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>Generative AI, academic integrity, NEP 2020, school education, higher education, assessment, AI literacy, case study</Keywords>
      <URLs>
        <Abstract>https://ijesm.co.in/ubijournal-v1copy/journals/abstract.php?article_id=16405&amp;title=THE FUTURE OF ARTIFICIAL INTELLIGENCE IN ACADEMIA: EVIDENCE FROM CASE STUDIES OF SCHOOLS AND COLLEGES IN INDIA AND ABROAD</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References/>
      </References>
    </Journal>
  </Article>
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