Biography
Dr. Anitha K. presently serves as the Associate Professor and Head of the Department of Management Studies at Meenakshi Academy of Higher Education and Research (MAHER), located in India. In 2014, she earned her UGC NET qualification in management studies & in 2022 in HRM. Her research pursuits encompass AI applications in HRM, marketing, and sustainability. Dr. Anitha K. has authored numerous book chapters published by Springer, Taylor & Francis, CRC Press, and IGI Global, USA. Additionally, she has served as a resource person for faculty development programs and session chair for conferences. Within MAHER, she holds additional roles as placement officer and assistant director of online education. Notably, she has been honoured with the Research Excellence Award consecutively since 2020 at MAHER and also received the Best Women Researcher Award from PARA Academy.
Conference contributions 1
ARTIFICIAL INTELLIGENCE IN ONLINE EDUCATION:
Interdisciplinary perspectives, ethical challenges, and social responsibility in the digital learning ecosystem – a conceptual study
The rapid integration of Artificial Intelligence (AI) into online education has significantly renovated the pedagogical landscape, reshaping teaching methodologies, learner engagement, assessment systems, and institutional decision-making processes. AI-driven educational technologies such as adaptive learning platforms, intelligent tutoring systems, automated evaluation tools, predictive analytics, and generative AI applications are progressively swaying the delivery and personalisation of digital learning experiences. This conceptual study discovers the developing role of AI in online education through the lens of educational innovation, socio-cultural transformation, and responsible technological adoption. The paper highlights key opportunities offered by AI in online education, including personalised instruction, learner analytics, scalability of education, and support for diverse learning needs. Simultaneously, it critically analyses emerging ethical challenges such as surveillance concerns, unequal access to AI technologies, transparency of algorithmic decisions, academic integrity issues, and the potential erosion of human-centred pedagogy. Additionally, the study proposes a conceptual framework for responsible AI adoption in online education based on principles of ethical governance, inclusivity, transparency, digital equity, and pedagogical accountability. The study contributes to the rising discourse on AI in education by offering a theoretically grounded understanding of how online education can balance technological advancement with ethical responsibility and social sustainability. The findings are expected to provide valuable insights for researchers, educational institutions, policymakers, and practitioners seeking to design equitable, human-centric, and socially responsible AI-enabled learning environments.