More than 2,000 teachers protested at Bengaluru’s Freedom Park on Monday, September 21, opposing Karnataka’s decision to offer Artificial Intelligence (AI) as an alternative to the third language in selected government high schools.
The Deshiya Bhasha Hitarakshana Vedike said it supports AI education but wants it introduced as a separate skill-based or elective subject, arguing that replacing language learning could affect Karnataka’s multilingual education system and language teachers’ employment prospects.
The state has introduced AI under the National Skills Qualifications Framework (NSQF) for Classes 9 and 10 in 1,642 government schools for 2026-27. The teachers also objected to the July 14 recruitment draft, which they say could limit high-school language-teacher recruitment to Kannada and English.
On September 22, the issue was also raised in the Legislative Council, where members from both the BJP and Congress sought attention to the teachers’ concerns, though Chairman Saleem Ahmed did not permit a discussion during the session.
Why Teachers Are Objecting
The protest was organised by the Deshiya Bhasha Hitarakshana Vedike, which submitted a representation to the state government seeking a rethink of the policy. State vice-president Manjunatha D said the forum welcomed the introduction of AI in schools but opposed using it as a substitute for the third language.
“Language and technology are both essential for students,” he said, arguing that AI should instead be taught as a separate specialised or elective subject.
The forum said languages including Hindi, Sanskrit, Urdu, Telugu, Tamil, Marathi, Konkani, Tulu, Malayalam and Arabic have been taught in Karnataka’s government schools for decades. It wants teachers to be recruited for all recognised languages, with separate posts created according to student enrolment.
What Karnataka’s AI Policy Means
The School Education Department has introduced AI as an NSQF-aligned vocational subject for Classes 9 and 10 during the 2026-27 academic year. The programme is being implemented through Samagra Shikshana Karnataka and covers 1,642 government high schools.
The stated purpose is to give students exposure to emerging technologies and workplace-oriented skills. Schools have been directed to appoint AI guest teachers, with reported eligibility including qualifications such as BCA and BSc degrees in Computer Science or IT.
The policy has nevertheless raised questions over how AI fits into the existing timetable. Reports indicate that students in participating schools can choose the NSQF AI option instead of a third-language subject.
Education officials have also reportedly told language teachers that they would not be forcibly reassigned because third-language teaching continues in lower classes and in non-NSQF courses. Meanwhile, the teachers’ organisations fear that reduced enrolment in languages could eventually affect demand for specialist language teachers.
The recruitment issue has added another layer to the dispute. The July 14 draft of the Karnataka Education Department Services (Public Instruction Department) (Recruitment to Certain Teaching Posts) (Special) Rules, 2026 became a particular point of concern for the protesters.
The Vedike argues that the proposed recruitment framework appears to focus language-teacher recruitment on Kannada and English, potentially leaving other languages without corresponding recruitment opportunities. The Karnataka Cabinet had subsequently approved the special recruitment rules, paving the way for direct recruitment of 15,000 teachers across the state.
The teachers have therefore put forward three demands: recruitment for high-school teachers across all recognised languages taught in government schools; creation of language-teacher posts based on the number of students studying each language; and introduction of AI as a separate subject rather than as a replacement for the third language. Their argument is that technology education and multilingual learning should be expanded together rather than treated as competing priorities.
The Issue Reaches The Legislature
The disagreement continued beyond Freedom Park on September 22, when members of the Karnataka Legislative Council attempted to raise the issue. BJP member N Ravikumar raised the matter, while Congress members Puttanna and Balkees Banu also joined in seeking attention to the teachers’ concerns.
Council Chairman Saleem Ahmed said petitions had been received but did not allow a discussion because the session was focused on the drought situation and the Kasturirangan Report. He reportedly assured members that he would draw Chief Minister D K Shivakumar’s attention to the matter.
The controversy thus places two legitimate educational priorities alongside each other: preparing students for a technology-driven future while maintaining access to languages that form part of Karnataka’s diverse educational landscape. The immediate question is not whether students should learn AI, but how the state can structure that learning without unnecessarily narrowing their language choices or creating uncertainty for teachers.
The Logical Indian’s Perspective
Introducing AI to government schools can help students develop skills relevant to a rapidly changing world, while learning multiple languages can strengthen communication, cultural understanding and social connections.
These goals do not necessarily have to compete for the same space. A constructive education policy should listen to students, parents, teachers and education officials and examine whether AI can be introduced in a way that expands opportunities rather than replacing one form of learning with another.
