Navigating the Digital Divide: AI Integration, Green AI Awareness, and Leadership in Secondary Education in Uttar Pradesh

Unofficial AI-generated summary based on the public title and abstract. Not an official translation.

🔬研究者:Provides empirical evidence on the Green AI gap and a framework for integrating sustainability into AI education policies in developing regions.

🏢実務担当者:Limited direct applicability; may inform CSR strategies for education technology deployment in emerging markets.

🏛政策担当者:Highlights the need for policies that couple digital infrastructure investment with green computing awareness and equity.

The rapid proliferation of Artificial Intelligence (AI) in global education systems presents a paradox: while it offers unprecedented opportunities for personalized learning, it simultaneously threatens to exacerbate existing socioeconomic disparities and contribute to environmental degradation. This study investigates the integration of AI and the nascent concept of Green AI in secondary education within Raebareli, Uttar Pradesh, a region representative of the developing world's struggle to digitize. Utilizing a robust sequential mixed-methods approach, the research synthesizes quantitative survey data from 120 respondents—comprising students, teachers, and school leaders—with qualitative insights derived from semi-structured interviews and focus group discussions. Quantitative analysis reveals a robust positive correlation (r = 0.785) between digital infrastructure and AI adoption, underscoring that the physical availability of hardware and reliable connectivity are the primary gatekeepers of educational technology use. The results confirm that AI-supported learning significantly enhances student engagement and technological adaptability, yet these benefits are skewed heavily toward semi-urban private schools, highlighting a pervasive rural-urban digital divide. However, the study’s most critical contribution is the identification of a substantial "Green AI Gap." Despite the push for digital modernization, 85% of respondents demonstrated a complete lack of familiarity with environmentally sustainable computing practices or the carbon footprint of digital tools. Qualitative findings further illuminate the systemic barriers to adoption, revealing that school leadership in the region remains predominantly "exam-centric," prioritizing board examination results over long-term technological sustainability or ecological responsibility. The study argues that without a strategic paradigm shift in leadership and targeted investment in infrastructure equity, the integration of AI in developing regions risks widening social inequalities while neglecting the urgent imperative of climate resilience. This research offers a novel "Integrated Green Education" framework, suggesting that the future of education in Uttar Pradesh depends on harmonizing technological advancement with the principles of environmental stewardship.

• semanticscholar https://doi.org/10.38124/ijisrt/26apr983first seen 2026-06-29 09:08:43