More than 2,000 teachers gathered at Freedom Park in Bengaluru to protest Karnataka's decision to introduce Artificial Intelligence (AI) as an alternative to the third language in certain government high schools. The protest was organised by the Deshiya Bhasha Hitarakshana Vedike, which has urged the state government to introduce AI as a separate skill-based or elective subject instead of replacing third-language education.

The Karnataka School Education Department has introduced AI as a vocational subject for Classes 9 and 10 under the National Skills Qualifications Framework (NSQF) for the 2026-27 academic year. The programme is being implemented across 1,642 government high schools. Under the new arrangement, students in participating schools can choose the AI vocational subject instead of the third-language option within the NSQF framework.

The introduction of the AI course is intended to provide students with early exposure to emerging technologies and develop skills such as problem-solving, critical thinking and technical knowledge. The programme is also part of efforts to expand vocational education and provide school students with skills that can be relevant to changing technology and employment requirements.

However, the decision has drawn opposition from language teachers and their associations. The protesting teachers have argued that AI and language education should not be treated as alternatives. They have called for AI to be offered as an additional specialised or elective subject while continuing opportunities for students to study a third language.

“However, replacing the third language with AI as a subject is not appropriate from the perspective of education or India’s multilingual heritage. Since AI is equally essential for students, it should be taught as a separate specialised or elective subject.” — Manjunatha D., State Vice-President, Deshiya Bhasha Hitarakshana Vedike.

The teachers' organisation has also raised concerns about the recruitment of language teachers. It has sought the appointment of high-school teachers for recognised languages based on student enrolment and has urged the government to ensure that language education continues to receive adequate staffing and institutional support.

Languages including Hindi, Sanskrit, Urdu, Telugu, Tamil, Marathi, Konkani, Tulu, Malayalam and Arabic are among the languages taught in Karnataka's government-school system. The teachers' organisation has argued that maintaining access to these languages is important in a state with a diverse linguistic population.

The government's AI initiative is being implemented through the vocational education framework. According to reports, AI has replaced some existing vocational offerings in 81 single-sector schools, while other government schools are introducing the subject through the NSQF structure. The programme includes provisions for AI guest teachers, with candidates expected to have relevant qualifications in computer applications, computer science, information technology or related areas.

The debate has therefore brought two areas of education policy into focus: The growing importance of technology skills and the continued role of multilingual education. While the government is seeking to introduce AI skills at the school level, teachers' groups are asking for the technology subject to be added without reducing students' access to third-language learning.

The issue could remain an important part of Karnataka's school-education discussions as the state expands vocational and technology-oriented learning under the 2026-27 academic framework.