Karnataka Schools: Private Schools Oppose AI as Alternative to Third Language
Karnataka Schools Oppose Government Plan to Replace Third Language with AI
Karnataka’s decision to introduce Artificial Intelligence (AI) as an alternative to the third language in government schools has triggered opposition from private school associations. The Karnataka Associated Managements of Primary and Secondary Schools has raised concerns over the government’s move and has urged authorities to reconsider the proposal.
According to the report published in Deccan Herald on August 29, 2026, the government has proposed introducing AI in Karnataka Public Schools (KPS) and some selected government high schools. The move follows a recent circular issued by the Samagra Shikshana Karnataka (SSK) regarding the introduction of AI as a National Skill Qualifying Framework (NSQF) subject for students in Grades 9 and 10 from the current academic year.
Private Schools Association Raises Concerns
The Karnataka Associated Managements of Primary and Secondary Schools has objected to the proposal to make AI an alternative to the third language. The association has submitted a petition to Chief Minister Siddaramaiah, requesting the government to allow students to have access to both AI and a third language, rather than forcing them to choose between the two.
The association believes that the third language remains important for a large section of students in Karnataka. The state’s third-language options include several languages with strong linguistic and cultural significance, including Urdu, Tamil, Telugu, Marathi, Konkani, Tulu, Malayalam, Hindi and Sanskrit.
According to the association, forcing students to choose between AI and these languages could have an impact beyond academics. It argues that students may lose an important connection with their linguistic and cultural backgrounds if third-language education is replaced by AI.
Concerns About Language and Culture
Language education plays an important role in maintaining connections between students and their communities. The association has therefore questioned whether AI should completely replace the opportunity to study a third language.
The issue is particularly significant because Karnataka has students from diverse linguistic backgrounds. The association’s petition points out that for many children, the third language can represent an important connection to their mother tongues, communities and cultural identities.
The association has consequently requested that the government consider a model where AI and the third language can exist together. Under such an approach, students would not necessarily have to give up language education in order to learn about artificial intelligence.
Concerns Over Government and Private Schools
Another major concern raised by the association relates to differences between government and private or aided schools.
The association has argued that if government schools and Karnataka Public Schools are required to replace a language with AI while private and aided schools continue with their existing curriculum, it could create differences among students studying under the same SSLC board.
The association has described this as a potential issue involving equal access and uniform curriculum standards. It argues that students appearing for examinations under the same board should have comparable academic opportunities and curriculum standards.
The concern is that different curriculum structures could result in students receiving different educational experiences even though they ultimately belong to the same examination system.
Appeal to the Chief Minister
The association has taken its concerns directly to the state government. It submitted a petition to Chief Minister Siddaramaiah, requesting intervention and asking the government to reconsider the proposed approach.
During a recent meeting, MLCs including Puttanna, Shashil Namioshi and Balkis Banu also raised the issue and requested the Chief Minister to intervene. Their involvement highlights the wider discussion surrounding the proposed introduction of AI in schools.
The debate is therefore not simply about whether students should learn artificial intelligence. Instead, it also concerns how AI education should be incorporated into the existing school curriculum without reducing opportunities for language learning.
Balancing AI and Language Education
Artificial Intelligence is becoming an increasingly important area of education, and the government’s proposal reflects an effort to introduce AI-related learning at the school level. However, the objections raised by the private school association show that there are concerns about how this new subject should be introduced.
The association’s preferred approach is to provide students with both AI education and third-language learning. This would allow students to gain exposure to emerging technology while continuing to study languages that are important to their linguistic and cultural backgrounds.
The issue now places the Karnataka government in a position where it must consider how to balance the growing importance of AI education with the existing importance of multilingual education.
As discussions continue, the key question remains whether AI should serve as a replacement for the third language or whether students should have an opportunity to study both. The private school association has clearly called for the latter approach and has asked the Chief Minister to intervene.
The development could become an important discussion point in Karnataka’s school education system, particularly as schools and policymakers consider how emerging technologies such as AI should be incorporated into the curriculum while maintaining equal educational opportunities for students.
