With the  rapid-fire expansion of technology, particularly  wide internet access and digital  literacy  coffers, the  part of  preceptors is evolving. ultramodern  preceptors are decreasingly  getting facilitators of  literacy, guiding  scholars to navigate information, critically  estimate content, and apply knowledge  virtually. The Covid- 19 epidemic accelerated this  metamorphosis, pushing a  unforeseen shift to online and cold-blooded   literacy models. During this period,  preceptors demonstrated remarkable rigidity,  learning  videotape conferencing platforms and sustaining pupil engagement ever. still, Indian  preceptors still face significant challenges, including  unstable access to technology,  shy training, lower compensation, and resource limitations.   

Experts stress that, like their  scholars,  preceptors must embrace lifelong  literacy in a digitised world. They need to continuously develop new chops in digital pedagogy, data- driven assessment, and AI- enabled personalisation. Prof V Ramgopal Rao,vice-chancellor of BITS Pilani, highlights the  significance of structured institutional support, including training programs and  openings to engage directly with assiduity and arising technologies. also, M Jagadesh Kumar, former  president of the University subventions Commission, emphasizes that  preceptors should move from being  spectators to adopters, collaborators, and  originators in AI use. He notes that hands- on training, including  script- grounded  shops, peer  literacy, mentorship, and online modules, is essential, with attention to ethics, data  sequestration, and classroom  operation. While technology amplifies  preceptors’ impact, he stresses, it cannot replace  mortal connection.   

Collaboration between  preceptors and technology can make education more data- driven and pupil- centric. Prof Debabrata Das, director of IIIT- Bangalore, notes how education has evolved from oral attendance and homemade record- keeping to computer- grounded systems, and now to AI- powered tools for tasks  similar as attendance monitoring. Yet, the  substance of  tutoring lies beyond technology. Prof Rao explains that a  schoolteacher’s value stems from contextualising knowledge,  conforming it to individual learners, and inspiring curiosity —  rates machines can not replicate. Former  top Shayama Chona underscores that while technology can  give information,  preceptors  conduct  mortal values, and books, technology, and  preceptors will  attend, completing each other. She adds that  mortal intervention remains  pivotal in India, unlike some foreign universities where technology- driven knowledge accession is more  current.   

The epidemic  underlined technology’s  eventuality to condense  literacy, but it can not replace the holistic experience  handed by in- person education. Prof Vijaya Venkataraman from the University of Delhi points out that while digital tools helped bridge gaps,  preceptors’  particular engagement was necessary to address  literacy  poverties and strengthen pupil understanding. also, Prof Das emphasizes that face- to- face  relations, real- time  mistrustfulness  explanation, and mentorship remain irreplaceable in shaping a pupil’s appreciation. Technology can not  give the empathy,  provocation, and guidance that effective  preceptors offer.   Rather than  dwindling the  part of  preceptors, technology can free  preceptors from routine tasks, allowing them to  concentrate on  scholars’ emotional and motivational  requirements. Prof Kumar observes that the  mortal interface becomes indeed more critical when technology handles  executive or  repetitious work, enabling  preceptors to act as  practitioners, motivators, and moral attendants. AI can  help by handling routine evaluations, designing personalised  literacy paths, and creating  existential  literacy  openings through virtual labs and simulations,  furnishing  scholars with access to  installations that would  else be  unapproachable.   

Despite these  openings, AI readiness across India remains uneven, largely due to the absence of structured pathways. Prof Suman Chakraborty of IIT Kharagpur emphasizes that AI  knowledge should be considered a professional necessity, not a luxury. He advocates for a  mecca- and- spoke mentoring model where institutions like IITs, NITs, DIETs, and SCERTs  unite through  enterprise  similar as daily  literacy hackathons, tele- mentoring, and mobile  schoolteacher workrooms to upskill  preceptors. The AI India Mission has the implicit to expand digital training in  pastoral areas,  furnishing  preceptors access to learning platforms in original languages. 

With 488 million internet  druggies in  pastoral India and 397 million in civic areas,  adding  smartphone penetration, low- cost data, and government- supported digital  structure,  similar as UPI and Aadhaar- enabled services, are creating  openings for addition. pastoral  preceptors could soon use AI- driven apps to ameliorate classroom strategies, educate coding, or explore innovative  tutoring  styles  still, having digital  structure alone is  inadequate if good  preceptors are  unapproachable. tutoring remains less  seductive financially compared to commercial careers, limiting the  gift pool. 

Chona notes that as India transitions from content-heavy education to innovative  literacy,  preceptors will define the country’s use of AI,  resting it in ethics,  wisdom, and a commitment to each child’s  eventuality, rather than technology  decreeing educational approaches. Eventually, while technology is a  important enabler, the  mortal connection in  tutoring — the capability to inspire, tutor, and  companion — remains irreplaceable,  buttressing the  dateless value of  preceptors in shaping  literacy and lives.