On a bumpy bus ride to Patan, I noticed a student from a local school hunched over her smartphone, typing furiously. Her screen glowed with the familiar interface of ChatGPT, churning out answers for her history homework on the Malla dynasty. She grinned, pleased with the speed, but I wondered: was this learning—or just a shortcut?
Across Nepal’s classrooms, from Kathmandu’s crowded schools to Pokhara’s quieter ones, artificial intelligence (AI) is creeping in. It’s a tool that could transform education—or undermine it. I believe AI can be a powerful ally for Nepal’s students if we adopt it responsibly, rethink teaching methods, and anchor it in our unique context.
What Is AI?
In simple terms, AI refers to computer systems that mimic human thinking. Large language models (LLMs), like ChatGPT, are a type of AI that can generate text, answer questions, or even write essays based on a user’s “prompt” (the instruction you give it). These tools are available on smartphones, making them as common in Nepal as momo stalls. But their ease of use is a double-edged sword, promising both innovation and disruption.
The Risk: Academic Dishonesty on the Rise
Let’s not sugarcoat it: AI makes cheating easier. A 2023 UNESCO survey of more than 450 schools worldwide found that about 10% reported students using AI tools to complete assignments without understanding the material. Nepal-specific data is scarce, but I’ve seen it firsthand. At my old campus, a friend admitted to copying AI-generated answers for a literature essay and submitting it without a second thought.
Teachers, often overworked, struggle to spot this “copy-paste” misuse. A 2022 study from Tribhuvan University noted that 60% of urban students had access to smartphones with internet, amplifying the temptation. When assignments become a race to the fastest prompt, critical thinking suffers.
This isn’t just a student problem—teachers face pressure too. In Pokhara, a colleague shared how her students used AI to paraphrase entire chapters, bypassing the hard work of summarizing texts themselves. “It’s like they’re outsourcing their brains,” she sighed. Without clear rules, AI risks turning learning into a game of deception.
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The Reward: Personalized Tutoring for Rural Nepal
But AI isn’t just a villain. In rural areas, where teacher shortages are acute, it can be a lifeline. According to Nepal’s Ministry of Education, more than 20% of rural schools lack qualified teachers for subjects like math and science. AI tools can help fill this gap with personalized tutoring.
Imagine a student in Mustang, far from Kathmandu’s coaching centers, using an AI app to practice algebra at her own pace. Apps like Khan Academy’s AI-powered tools break down complex problems, offering step-by-step guidance in English or Nepali. This isn’t hypothetical—it’s happening. A 2024 UNESCO report highlighted how AI tutoring improved learning outcomes in low-resource settings by 30%.
When I spoke with Anil, a Grade 10 student in Chitwan, he described how an AI app helped him master English grammar. “My teacher is great, but she has 50 students,” he said. “The app explains things just for me.” For students in remote areas, where internet access is growing (Nepal’s ICT penetration reached 70% in urban areas and 40% in rural areas by 2024), AI can democratize education. It’s not a replacement for teachers but a partner—easing their burden and reaching kids who’d otherwise be left behind.
The Human Cost: Voices from the Classroom
Not everyone is thrilled. I met Ananya, a teacher in Bhaktapur, who felt betrayed by AI. “One student used it to write a perfect solution to complex algebra, but in class he couldn’t explain a word,” she told me. “It’s disheartening.”
Her frustration echoes a global concern: AI can trick teachers and erode trust. A 2023 study from the Center for Democracy and Technology found that 81% of parents want clear rules on AI use in schools. Ananya’s story shows why. Without guidelines, students may lean on AI as a crutch instead of a tool.
Yet Anil’s experience in Chitwan tells a different story. AI helped him, but only because his school encouraged responsible use. The contrast is stark: one student’s shortcut is another’s stepping stone. Nepal’s classrooms need balance, not bans.
The Nepali Reality: What Should We Do?
Nepal’s education system, stretched thin by limited resources, can’t afford to ignore AI. But embracing it blindly would be reckless. Here’s what schools, parents, and policymakers must do—grounded in our context.
1. Introduce Digital Literacy Classes
Digital literacy should be in every syllabus. Students must learn how AI works, its limits, and how to use it ethically. In Nepal, where smartphone penetration is high but critical thinking about technology is low, this is urgent. A 2019 DQ Global Standards Report emphasized teaching “digital citizenship” skills, such as spotting AI biases or verifying sources. Schools in Kathmandu and Pokhara could pilot these classes, teaching kids to craft prompts thoughtfully rather than simply copying AI output. Parents need workshops too—many don’t even know what LLMs are or how their children use them.
2. Establish AI-Ethics Guidelines
Every school needs clear AI ethics guidelines. UNESCO’s 2023 AI policy framework urges schools to set boundaries, like banning AI for exams but allowing it for research with proper citation. Nepal’s Ministry of Education could adapt this. For example, a school in Lalitpur might require students to disclose when they use AI, fostering honesty. Teachers need training to detect misuse—tools like Turnitin can now flag AI-generated text. Without such rules, learning risks being sidelined.
3. Encourage Blended Learning
Finally, Nepal must embrace blended learning—combining human teachers with AI tools. In classes that often exceed 40 students, AI can personalize lessons while teachers focus on discussion and mentorship. A 2024 OECD report praised blended learning for boosting engagement in resource-scarce settings. Imagine a classroom in Dhangadhi where students use AI apps for math drills, freeing the teacher to guide group projects. This isn’t about replacing teachers but empowering them. Pilot programs in urban hubs like Biratnagar could test this model, scaling it to rural areas as internet access improves.
A Call to Action
I’ve seen AI’s potential—and its pitfalls. On that bus to Patan, the student with ChatGPT wasn’t cheating; she was experimenting. But without guidance, experiments can backfire.
Nepal’s classrooms, from the bustling streets of Kathmandu to the serene hills of Pokhara, deserve an education system that harnesses AI’s power while guarding against its risks. Schools must teach digital literacy, set ethical boundaries, and blend AI with human teaching. Policymakers should fund teacher training and rural internet expansion. Parents need to join the conversation, not fear the technology. AI isn’t ruining Nepal’s classrooms, nor is it a magic fix. It’s a tool—and one we can shape to serve our students. Let’s act now, before the next bus ride turns learning into just another shortcut.
(The author is PhD Student of Machine Learning and Bioinformatics at University of Georgia, Athens, USA)
