Artificial Intelligence and Education in Nepal: A Mixed-Methods Study on Student Adoption and Learning Outcomes

Abstract

AI is transforming education globally, but in Nepal, it remains an under-researched area. While global research focuses on the potential of AI for personalization, efficiency, and decreasing disparities, limited information is available on how AI is being implemented in Nepal, particularly in the urban-rural educational gap. This study employed a mixed-methods strategy to probe into the importance of AI for students’ learning. Quantitative data was collected via surveys of 150 students in urban and rural school and college setups, while qualitative data was collected via 11 in-depth interviews with teachers, administrators, and AI experts. Stratified random sampling was utilized to ensure representativeness, while descriptive statistics and inferential statistics were combined with thematic analysis to analyze measurable outcomes as well as context-dependent perceptions. Results indicate that 90.7% of students had knowledge about AI, with 33.3% using AI tools weekly and 30% daily, mostly through smartphones and laptops. Students from urban locations were much more exposed compared to rural students (124 of 135 vs. 12 of 15), indicating an ongoing digital divide. Students reported a slightly higher usage by males compared to females, but both groups acknowledged the benefit of AI for education. Notably, 62.7% of the surveyed respondents believed that AI could reduce education inequality, while issues such as lack of proper infrastructure, low digital literacy, and inadequate teacher training remain overriding concerns. The added value of the research is in situating AI adoption in Nepal, highlighting imbalance of access and utilization, and advocating culturally and language-specific AI tools. Its policy contribution is demonstrated by way of policy recommendations for investments in digital infrastructure, teacher capacity building, integrating AI literacy in curricula, and facilitating access for rural students. Overall, this study suggests that while AI possesses unbelievable potential to transform Nepalese education, its achievement will ultimately depend on sustainable, fair, and ethically guided implementation.