Teachers' Perspectives on Artificial Intelligence in Education: Exploring Awareness, Competence, and Concerns in Light of NEP 2020

In light of National Education Policy (NEP) 2020, this study examines secondary school teachers' perceptions on integrating artificial intelligence (AI) into educational settings with an emphasis on awareness, competency, and concerns. The survey method was used to collect information from 60 teachers through a questionnaire. The findings showed a high level of policy awareness, with 74% of participants in orientation programs and 84% of the participants familiar with NEP 2020's AI guidelines. 94% of teachers actively investigated AI technologies, 86% could create lessons enhanced by AI, and 90% reported having enough AI skills. These teachers showed high levels of self-efficacy. Some significant issues developed regardless of the optimism: 49% emphasised the dangers of student technology addiction, 50% expressed concern about the potential influence of AI on academic results, and 44% thought that it would lower the quality of education. Although 92% of respondents identified AI's ability to save time, 68% limited its utilisation to unexpected circumstances, indicating a hesitant rate of adoption. The study emphasises the dual realities of educators' ethical-pedagogical concerns and AI readiness. It asks for ethical frameworks, equitable resource distribution, and contextually aware professional development to bring NEP 2020's goal into alignment with classroom realities. By resolving these issues, India will benefit on AI's potential to improve educational quality and equity while maintaining the teaching philosophy that is focused on individuals.