NCERT AI Module for Classes 9 to 12: Key Details

The National Council of Educational Research and Training (NCERT) has released a 20-hour introductory module on computational thinking (CT) and Artificial Intelligence (AI) for students in Classes 9 to 12, with a focus on recognising AI applications, understanding machine learning, identifying deepfakes, protecting personal data and using AI tools responsibly.

Designed as an activity-based learning resource, the module aims to help students understand how AI systems work, identify their limitations and evaluate their outputs instead of accepting AI-generated information without verification. Developed by faculty members from IIT Madras, IIT Jodhpur and NCERT, it is intended for learners with no prior knowledge of AI.

The initiative aligns with the National Education Policy (NEP) 2020 and emphasises practical learning, critical thinking and ethical responsibility. In a press release on Friday, NCERT said the module encourages students to become informed, confident and responsible technology users while recognising the importance of human judgement, creativity and ethical decision-making.

The module is divided into five units covering AI in everyday life, how machines learn, why AI gets things wrong, data privacy and responsible AI use, and the application of modern AI tools. Rather than prioritising the memorisation of technical definitions, it encourages students to learn through exercises, classroom discussions, experimentation and reflection.

NCERT AI Module: Five Units Explained

The five-unit structure introduces students to AI concepts through familiar situations and practical activities. It moves from recognising AI in everyday applications to examining its limitations, protecting personal information and using AI tools to support independent thinking.

1. Understanding AI in Everyday Life

The first unit asks students to identify AI systems they encounter during an ordinary day, including smartphone keyboards that predict words and applications that recommend music. It introduces the idea of pattern recognition by connecting AI with abilities people already use in daily life.

One example describes a student spotting a friend across a crowded school canteen almost instantly. The module uses this familiar experience to explain how people recognise patterns, predict outcomes and make decisions without necessarily thinking about the process.

AI systems are designed to perform similar pattern-recognition tasks, but the module highlights an important distinction: machines may lack the broader context that people use to interpret situations. Understanding this difference can help students recognise both the usefulness and limitations of AI-generated results.

2. How Machines Learn from Examples

The second unit introduces machine learning through activities that demonstrate how AI systems identify patterns in training data. Students are asked to train an image classifier to distinguish everyday objects and then deliberately attempt to make it fail.

The exercise illustrates how the quality and variety of training examples influence an AI system’s performance. If a system learns from limited or unrepresentative data, it may struggle when presented with unfamiliar examples or situations that differ from its training material.

By experimenting with the classifier, students can observe why AI performance depends on the information provided during training. The approach encourages learners to investigate how systems behave rather than treating their outputs as automatically reliable.

3. When AI Gets It Wrong: Deepfakes, Hallucinations and Misinformation

The third unit, titled “When AI Gets It Wrong”, focuses on the risks of relying on AI-generated answers simply because they sound convincing. Students examine misinformation generated or circulated using AI, deepfakes and AI hallucinations.

Deepfakes can manipulate or generate images, audio and video in ways that make fabricated content appear authentic. AI hallucinations, meanwhile, occur when an AI system produces information that may be inaccurate, misleading or unsupported despite presenting it confidently.

The module encourages students to question what they see and read online, especially when content appears designed to provoke a strong reaction or is shared without reliable supporting evidence. Learners develop a five-step method to verify information before relying on it or sharing it with others.

This unit places information verification at the centre of responsible AI use. Students are encouraged to check claims rather than assume that an AI-generated response, realistic-looking video or plausible explanation is necessarily true.

4. Data Privacy, Consent and Responsible AI Use

The fourth unit explores personal data, consent, fairness and digital safety. It introduces students to India’s Digital Personal Data Protection (DPDP) Act, 2023, and asks them to consider how digital services collect and use personal information.

As part of the activities, students examine the privacy policies of applications they use. They are encouraged to investigate what information an app collects, who may receive or access it and how long the information may be retained.

The module also warns students against entering sensitive information into AI tools. Examples include Aadhaar and PAN numbers, passwords, one-time passwords (OTPs) and personal documents.

The emphasis on privacy reflects the need to understand the potential consequences of sharing information with digital platforms. Students are expected to consider consent and data protection before submitting personal details, rather than treating AI tools as private spaces by default.

5. Using AI Tools Without Replacing Independent Thinking

The fifth unit focuses on prompting AI tools and using them to assist with tasks while retaining responsibility for the final work. Students practise writing and refining prompts, evaluating the responses they receive and recording the corrections they need to make.

The module promotes what it calls a “helper-stance”: students remain responsible for the thinking, while AI is used to support and improve their work. This approach is intended to help learners understand that a useful AI response still requires human assessment and revision.

Students are encouraged to examine whether an answer meets their needs, identify mistakes and decide what should be changed. The goal is to build practical familiarity with AI tools without encouraging dependence on them or weakening independent reasoning.

‘Curious Notebook’ Encourages Reflection and Learning from Mistakes

An important feature of the module is the “Curious Notebook”, a running portfolio in which students record observations, reasoning and reflections from activities across all five units.

Instead of treating exercises as isolated classroom tasks, the notebook gives learners a place to document what they discovered, how they reached a conclusion and what they learned from an unsuccessful attempt. It supports reflection on both the capabilities and shortcomings of AI systems.

The module development team reinforces this approach in its Letter to the Students, stating: “This is not a module to be memorised. It is a set of habits to be practised.”

The emphasis on habits suggests that the learning objectives extend beyond familiarity with AI terminology. Students are expected to develop practices such as questioning outputs, checking information, considering privacy and correcting errors when using technology.

20-Hour Teaching Plan Includes Offline Activities

The suggested teaching plan covers 20 classroom hours and offers three modes of delivery to accommodate different school environments. These include individual or paired device-based activities, teacher-led demonstrations using a shared screen, and “unplugged” exercises based on paper-based work and classroom discussion.

The unplugged option is intended to allow schools with limited access to devices or internet connectivity to undertake the core learning activities. This makes the module less dependent on every student having access to a personal device or a reliable online connection.

Teacher guidance also encourages discussion and experimentation, including learning from mistakes, instead of relying exclusively on lectures. Students can explore how AI systems respond to different inputs, discuss why errors occur and evaluate the implications of using AI-generated information.

The three teaching modes give schools flexibility in delivering the introductory material. They also support the module’s practical orientation by allowing students to engage with concepts through demonstrations, hands-on exercises and discussion.

School Principals Welcome AI Education for Class 9 Students

Principals of CBSE-affiliated schools, where NCERT textbooks and modules are mandatory from Class 9 onwards, welcomed the introduction of the AI learning resource.

Praneet Mungali, trustee at the Sanskriti Group of Schools in Pune, described the introduction of AI education in Class 9 as a significant step towards preparing learners for a technology-driven world.

He said early learning could establish a foundation in critical thinking, creativity, logical reasoning and problem-solving. He also emphasised the importance of helping students understand where AI tools can be used and what their limitations are.

Dr Jyoti Arora, principal of Mount Abu Public School in Delhi, said the module could strengthen critical thinking, creativity and problem-solving while promoting responsible technology use.

She said it would help students become “future-ready global citizens who use AI as a tool for innovation, guided by human judgement and values”.

In the module’s foreword, NCERT director Prof. Dinesh Prasad Saklani highlighted the need to preserve human responsibility as technology advances. He stated that “technology can extend human capability, but judgement, creativity, responsibility, and ownership of learning remain with the learner”.

How the New Module Fits into India’s School AI Education Plans

The new resource follows an earlier initiative by the Central Board of Secondary Education (CBSE), which launched a structured curriculum on computational thinking and AI for Classes 3 to 8 on April 2.

The earlier curriculum aims to build AI readiness from an early age through a gradual, age-appropriate introduction to computational thinking and AI concepts. It recommends 50 hours of instruction annually for Classes 3 to 5 and 100 hours annually for Classes 6 to 8.

Together, the initiatives indicate a staged approach to introducing computational thinking and AI across school education, beginning with younger learners and extending to more detailed study in secondary and senior secondary classes.

The NCERT module for Classes 9 to 12 focuses on developing an understanding of AI systems, their practical applications and their limitations. Its emphasis on deepfakes, hallucinations, privacy and prompt development also addresses challenges students may encounter as AI tools become more common in education and everyday digital activities.

Why Critical Thinking Remains Central to AI Education

The module’s focus on verification and independent judgement is particularly relevant to students who increasingly encounter AI-generated content and automated recommendations. Knowing how to use a tool is only one part of AI literacy; learners also need to assess whether its output is accurate, appropriate and safe to use.

By asking students to test classifiers, investigate privacy policies, examine deepfakes and refine prompts, the module connects technical concepts with practical decisions. These activities encourage learners to question how systems reach results and recognise situations in which human review remains necessary.

The focus on personal data also introduces students to the responsibilities associated with digital participation. Understanding consent, information sharing and the risks of entering sensitive details can help learners make more informed decisions when using AI-powered applications.

Similarly, the “helper-stance” encourages students to use AI to support their work without handing over responsibility for thinking and learning. Students are expected to evaluate responses, correct errors and retain ownership of their decisions.

Through its five units, classroom activities and reflective notebook, NCERT’s introductory module seeks to establish practical habits for engaging with AI. Its central message is that students should learn not only how to use artificial intelligence, but also how to question its outputs, protect their information and remain responsible for the work they produce.