FROM CLASSROOM BLACKBOARDS TO THE AGE OF DEEPFAKES: NCERT BRINGS AI LITERACY AND DATA PRIVACY INTO CLASSES 9–12

October 25, 2026

NEW DELHI: Artificial intelligence, deepfakes and digital privacy are set to become part of classroom learning for students in Classes 9 to 12 under a new module developed by the National Council of Educational Research and Training (NCERT), reflecting the growing need to prepare young people for a world increasingly shaped by algorithmic technologies and digitally manipulated information.

The proposed learning initiative seeks to familiarise secondary and senior secondary students with the opportunities and risks associated with artificial intelligence. As AI-powered applications become increasingly accessible, students are encountering technologies capable of generating text, images, audio and video with unprecedented ease. The educational challenge is no longer confined to teaching students how to use digital tools; it also involves helping them understand how these systems operate, where they can go wrong and how their outputs should be evaluated.

Deepfakes are an important focus of this emerging area of digital education. Using artificial intelligence, manipulated media can imitate a person's face, voice or movements, potentially making fabricated material appear authentic. Such content can be used for entertainment and legitimate creative purposes, but it can also facilitate impersonation, fraud, harassment and the circulation of misleading information. Teaching students to recognise suspicious digital material and verify information before sharing it could strengthen their ability to navigate online spaces responsibly.

Data privacy forms another central element of the subject. Digital platforms may collect personal information, including photographs, browsing activity, location data and other details generated through online interactions. Students need to understand that sharing information online can have consequences beyond the immediate interaction. Learning about privacy settings, consent, secure accounts and responsible data sharing can help young users make more informed decisions about their digital lives.

The introduction of these topics also reflects a broader shift in the meaning of digital literacy. Familiarity with smartphones, computers and internet applications does not necessarily provide the critical understanding needed to assess AI-generated content. Students must learn to distinguish between information supported by reliable evidence and material that merely appears convincing. They should also understand that AI systems can produce inaccurate, misleading or fabricated answers even when those answers are presented confidently.

Schools could play an important role in developing these skills through practical exercises, classroom discussions and examples drawn from everyday digital experiences. Students might examine how images can be manipulated, consider the ethical implications of sharing another person's photograph or investigate how personal information can be exposed online. Such learning can encourage critical thinking rather than dependence on technological tools.

The educational implications extend beyond the students themselves. Teachers will need appropriate learning materials and sufficient preparation to explain rapidly changing technologies in an accessible and balanced manner. Parents and guardians may also benefit from greater awareness of online risks, particularly as young people increasingly use AI-powered applications for communication, entertainment and schoolwork.

The growing presence of artificial intelligence in education raises important questions about academic integrity as well. Students must understand the difference between using AI as a learning aid and submitting machine-generated work as their own. A sound educational approach should encourage students to use technology thoughtfully while preserving independent reasoning, original writing and the ability to solve problems without automated assistance.

At the same time, AI literacy should not be reduced to fear of emerging technologies. Artificial intelligence can support scientific research, accessibility, language learning and creative work. Students need opportunities to understand its constructive applications alongside its limitations, risks and ethical responsibilities.

The proposed NCERT module marks a significant direction in school education by bringing questions of AI, deepfakes and data privacy into the learning experience of adolescents. Its ultimate value will depend on how effectively the concepts are taught and whether students acquire practical skills that remain useful as technologies evolve.

Preparing young people for the digital future requires more than access to devices and internet connectivity. It requires the ability to question what they see, protect what they share and make informed decisions about the tools they use. By introducing these issues into Classes 9 to 12, the initiative seeks to bring digital responsibility closer to the centre of contemporary school education