A Framework for ICT-Enhanced Competency-Based Curriculum in Indian Primary Schools: The Role of AI, Deep Learning, and Fuzzy Logic
Keywords:
ICT Integration, Competency-Based Curriculum, Primary Education, Artificial Intelligence, Deep Learning, Fuzzy Logic, Personalized Learning, Educational Technology, Indian Schools, Adaptive Learning, Digital Literacy, Student Performance, Educational Framework, Smart Education.Abstract
The competency-based curriculum (CBC) used in elementary schools in India includes an extensive computational foundation for incorporating information and communication technology (ICT). To improve overall learning results, tailor instruction to the requirements of each student, and enrich the educational experience, the suggested framework makes use of the strengths of Artificial Intelligence (AI), Deep Learning (DL), and Fuzzy Logic (FL). The development of digital literacy and problem-solving abilities necessary for 21st-century learners depends on the incorporation of ICT into CBC. Our strategy involves creating AI-powered personalized learning environments that adjust to each student's particular learning preferences and speed. To provide individualized instructional materials and interventions, deep learning algorithms are used to evaluate student performance data and forecast learning trajectories. Fuzzy logic is utilized to address the intrinsic uncertainties present in educational evaluations and to enable more complex and adaptable assessment standards. Since Indian primary schools have a variety of instructional situations, the framework is made to be both flexible and scalable. Our framework's effectiveness in boosting student engagement, encouraging critical thinking, and raising academic achievement is demonstrated via case studies and experimental deployments. The findings demonstrate how artificial intelligence (AI), deep learning, and fuzzy logic have the potential to completely transform elementary education by increasing its effectiveness, inclusivity, and efficiency. As a conclusion, this article highlights how important sophisticated computational technologies are to the modernization of elementary education and argues for a wider use of these technologies in the Indian educational system. If educators, legislators, and technologists are looking to introduce a competency-based curriculum improved by ICT in elementary schools, our results will be of great use to them.
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