Generative AI is rapidly reshaping higher education — from lesson planning and assessment to feedback, translation, and curriculum design. While these tools promise efficiency and innovation, they also raise urgent questions about trust, bias, professional autonomy, data use, and educational equity. Much of this change is happening quietly, unevenly, and without space for collective reflection. This workshop intends to create that exploratory, deliberative space.

This half-day participatory workshop invites higher education teachers, students, curriculum developers, and education practitioners to come together and reflect on how Generative AI is actually being used in education today — where it helps, where it creates discomfort, and what feels ethically or pedagogically at stake.

The workshop will begin with a short fireside chat situating global debates on AI, justice, and education. This will be followed by an interactive participatory mapping exercise, where participants collaboratively map current practices, risks, opportunities, and future pathways for AI in higher education.

This event is an official pre-summit event of the AI Impact India Summit 2026, and insights generated will feed into discussions at the main Summit in New Delhi.

Note: 

• Places are limited to support meaningful discussion.
• All responses captured in the registration form will be treated as confidential and used solely for screening participants for this workshop. Responses will not be shared beyond the organising team or used for any other purpose.
• Selected participants will be contacted with confirmation and further details.

About the speakers:

Dr Helen Pallett is an Associate Professor in Human Geography at the University of East Anglia, UK. Her research develops new ways for organisations to listen and effectively respond to public engagement with science and technology, to develop more just, responsible, and robust technologies and policies. She recently led the Just Public Algorithms project which mapped wide-ranging public concerns about the use of AI in UK public services. She is deputy lead of the UK Energy Research Centre’s Public Engagement Observatory which has developed new conceptual and methodological approaches to mapping public engagement with climate change and energy in the UK, to enable just and sustainable transitions.

Dr Tamoghna Halder is an Assistant Professor at Azim Premji University, where he teaches various courses in Economics and Statistics. He is also associated with the Centre for the Study of the Indian Economy (CSIE). His primary research expertise lies in the intersection of Economic History and Economics of Identities such as Caste and Gender. His latest area of interest includes ethical use of genAI in teaching and learning, especially from the vantage point of marginalised sections of the society. As part of this, he is designing an open source LLM based tutor for an economics textbook used across the world. His current administrative role also includes drafting AI policy for all stakeholders across all campuses of Azim Premji University. 

Facilitator: 

Dr Nickhil Sharma is an Assistant Professor at Azim Premji University and an Honorary Fellow at the 3S — Science, Society and Sustainability Research Group at the University of East Anglia. His research sits at the intersection of technology, sustainability, and social justice, with a particular focus on how emerging digital and AI technologies are reshaping curriculum development, teaching practices, and institutional decision-making. Drawing on interdisciplinary social science and participatory methods, his work examines how questions of equity, trust, and responsibility play out in everyday practice. Nickhil is currently leading research on the use of Generative AI in education in India and regularly works with educators, policymakers, and civil society organisations to foreground lived experience in debates on just and inclusive technology futures.