Volume XIV, Issue II, November 2025 - April 2026

ISSN 2319-8281

Approved by UGC and enlisted in the UGC-CARE List in Arts and Humanities section.

A Refereed (peer-reviewed) Bi-Annual National Research Journal of English Literature/Assamese/Literature/Folklore/Culture

Members of Advisory Body

Volume XIV, Issue II

• Dr. Gayatree Bhattacharyya, Former Professor, Dept. of English, University of Gauhati
• Dr. Dayananda Pathak, Former Principal, Pragjyotish College, Guwahati
• Dr. Dwijen Sharma, Professor, Dept. of English, North Eastern Hill University (Tura Campus)
• Dr. Bibhash Choudhury, Professor, Dept. of English, University of Gauhati
• Dr. Kalikinkar Pattanayak, Former Associate Professor in English, Khallikote University (Odisha)
• Dr. Anway Mukhopadhyaya, Assistant Professor, Dept. of Humanities and Social Sciences, IIT-Kharagpur

Members of the Editorial Body

Volume XIV, Issue II

• Dr. Soubhagya Ranjan Padhi, Dept. of Sociology and Social Anthropology, Indira Gandhi National Tribal University, Madhya Pradesh
• Dr. Manash Pratim Goswami, Dept. of Media and Communication, Central University of Tamil Nadu
• Dr. Rabi Narayan Samantaray, Dept. of English, Aeronautics College, Berhampur University
• Dr. Jayanta Madhab Tamuli, Dept. of English, M.S.S Vishwavidyalaya
• Dr. Lakshminath Kagyung, Dept. of English, Dibrugarh University
• Dr. Premila Swamy D, Regional Director, IGNOU Regional Centre, Kohima, Nagaland
• Dr. Pranjal Sharma Bashishtha, Dept. of Assamese, Gauhati University, Assam

Editorial

The Challenges of Teaching and Learning in the Era of AI

Are electronic tools and platforms posing a threat to the natural ways of learning? For example, we now rely on AI tools to design our teaching resources. But in doing so, should we allow our traditional ways of transacting education to be relegated to the background?

Educators must continue to ignite the minds of learners by showing them possible approaches to a topic, subject, or problem. Teachers also need to guide students in discovering their own paths through the intricacies of a subject by provoking thoughtful questioning. However, such guidance can never be complete without being aligned with the human element.

Especially in the fields of Arts and Humanities, teachers must be able to draw students creatively into their tasks. Classes should foster meaningful engagement, for the mere use of ICT-driven or AI-backed pedagogy can neither make students passionate learners nor teachers passionate educators. There is, therefore, a need to rethink the way we are trying to support our education through rapid automation.

Beyond catering to employability, education must continue to build a sensitive, conscious, and responsible citizenry. The benefits of the virtual world that our students enjoy alone may not be comprehensively productive in nurturing human sensitivity and ethics.

Every revolution brings both challenges and responsibilities. As we make a paradigm shift in our modes of teaching and learning through the integration of AI, we must remain aware that such technological applications may weaken learners’ original decision-making faculties and their ability to preserve and nurture their humane qualities - qualities indispensable for becoming responsible citizens.

Changes may come and go, but one thing will always remain constant: humanity’s learning through human experience. Tools can never replace the original faculties of the human mind or the feelings of the human heart. The rhythm of our everyday life today seems seriously disrupted, largely due to our excessive dependence on electronic gadgets and tools. How can a machine truly comprehend the worth of our world of empathy?

Therefore, in education too, while we may seek support from such technologies, as students and teachers we must not deliberately lose three vital human capacities: listening, adapting, and responding.#