AI - FSTC Curriculum

Andhra Pradesh

AP Teacher Training

Round 1 �September 2026

DAY 1

CHECK-IN - Please introduce yourself with an emotion you are carrying right now and Also share out -

QUEST ALLIANCE

Quest Alliance is a not-for-profit organization based in Bangalore, India with a presence across the country. Established in 2008, Quest Alliance equips children and young people with future skills for thriving careers enabling equitable school to work transitions

Problem Statement: By 2030, India is expected to add 31 Crore School Graduates, yet a significant challenge remains: Only 47% are likely to possess the Future-ready Skills needed for employability. Low prospects of employment are likely to trap youth into vicious cycles of unemployment, low wages and inter-generational poverty.

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Vision

A world where all young people take charge of their future and drive equitable social and economic progress.

Mission

We innovate for learning ecosystems to be future ready by creating and embedding tech enabled learning experiences for young people to thrive in their careers.

Bringing AI education into Government Schools initiative has been taken by Govt of AP

Our Program: Amazon Future Engineer

Creating structured opportunities for students and teachers to build AI literacy, digital skills & career readiness

The partnership

09 February 2024� MoU between Samagra Shiksha, LFE & Quest Alliance

Supporting Government School students and teachers in Andhra Pradesh through digital learning, AI literacy and career readiness.

Problem Statement: Children in hostels often face challenges such as loneliness as they stay away from their parents and conflicts with peers, which can lead to emotional distress and early signs of depression. These issues are often unnoticed, affecting their mental well-being, social engagement, and academic performance.

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Solution Statement: HOSTEL CARE - Online Version: This mobile app can help in addressing depression issues among hostel kids by providing a supportive and engaging platform.

�Offline Version: This journal can be a valuable tool for practicing mindfulness and self-reflection. It can be used to record mindfulness activities and to explore daily self-reflection questions, facilitating analysis and deeper understanding.

Reference Youtube Link: Hostel Care

Problem Statement: In villages, cows are often left alone to graze during the day, but they may face various challenges such as getting lost or being injured. Additionally, farmers often struggle to identify early signs of illness in cows, such as lethargy, abnormal temperature, or changes in activity levels. Delayed detection of health issues like fever, digestive problems, or infections can lead to severe complications, reduced milk production, and even loss of livestock.

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Solution Statement: �MOO CARE-A smart IoT-based system using ESP32 and sensors can address both location and health-related challenges in cows.

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Reference Youtube Link: Moo Care

Interstate Hack to the Future - AP Projects: Hostel Care | Moo Care

"Participating in the national-level Viksit Bharat 2047 AI Essay Writing Contest was a transformative experience. Introduced to AI through the Amazon Future Engineer program, I initially found technology intimidating. However, with guidance from my Physics teacher at ZPHS Ambugam, I learned how to craft effective prompts, use tools like ChatGPT and Gemini responsibly, and cross-check information rather than just copying it.

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Applying these skills to research 'How AI Can Be Used in Building Construction,' I synthesized insights from multiple sources with my own ideas. Securing 70th rank nationally was a proud moment that built my confidence, inspired my peers, and strengthened my dream to study at IIIT and become a software engineer. AI is no longer something I fear—it is a powerful tool that helps me learn and achieve."

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— Peddinti Sharmila, Grade 9, ZPHS Ambugam (Srikakulam, AP)

Building Dreams with AI:

Hack to the Future (HTTF) Andhra 2025

HTTF, under the Amazon Future Engineer Program, brought together 13 government students and teachers from Vizianagaram, Visakhapatnam and Srikakulam at GITAM University, Visakhapatnam. With guidance from Quest Alliance and Leadership For Equity, participants explored local challenges and built AI-powered solutions (apps) using Amazon’s Party Rock platform. The students ideas reflected empathy, innovation and a strong drive for social impact across issues such as mental health, environment, education, etc.

Glimpses from HTTF 2026�

Students confidently presenting their AI-powered prototypes to jury members

Students actively engaged in a fun energizer session during the event

Regional Joint Director shared his insights and encouraging students during the event

Students transforming their ideas into working prototypes through hands-on learning.

RJD Sir and AP SCERT officials interacting with students and learning about their innovative prototype solutions.

A group of students getting mentored by a Dreamkit mentor

All the students were felicitated for their journeys of being a critical thinker and innovator

All the students were felicitated for their journeys of being a critical thinker and innovator

Amazon Sambhav

The CycleSathi team from KGBV L Kota, Vizianagaram district was selected for Amazon Sambhav 2025, which will be held at Delhi in December 2025 by Amazon. .

After developing their initial features on Amazon Party Rock, the team worked on their second iteration, adding new features such as a mood swing tracker and a daily mood supporter that provides guidance across all 28 days of the menstrual cycle like, Menstrual Phase (Days 1–5), Follicular Phase (Days 6–13), Ovulation Phase (Around Day 14), Luteal Phase (Days 15–28).

To support this, they designed a smart hand band that monitors blood pressure, oxygen levels, pulse rate, and stress levels. These readings are directly connected to an application built on MIT App Inventor. Using this data, the app provides personalized suggestions for food, mindfulness activities, and other wellness support based on the user’s mood.

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Teacher recognition - During state level showcase event 2025

Districts: 3 districts

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Schools: 99 schools

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Teachers : 186 teachers

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School heads(HM) : 35 teachers

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District and State departments - 17 state and 3 district departments

University Partner: GITAM University, Visakhapatnam

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Testimonials by Teachers

“I am Ch. Ramadevi. I am delighted and honored to receive recognition as Career tour champion in the HTTF Teacher Recognition Event in Visakhapatnam for implementing the Career Tour... The program inspired students to explore diverse career opportunities and broaden their aspirations for the future. This recognition motivates me to continue empowering young minds through innovative and meaningful learning experiences. "

— Ch. Ramadevi, KGBV Amadalavalasa, Srikakulam

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"I am happy and honored to be recognized as an Intermediate Ideathon and Hackathon Champion at the HTTF Teacher Recognition Event in Visakhapatnam through the Amazon Future Engineer Program. The 3-day Intermediate Boot Camp helped me improve my understanding of Problem Identification, Root Cause Analysis, and MIT App Inventor. Beyond learning and implementation, being recognized for our efforts is highly motivating for teachers like me and encourages us to continue supporting students with greater enthusiasm. I am grateful to the the Quest Alliance team for their guidance, support, and encouragement in helping me grow as a teacher."

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– K. Sushma Devi, ZPHS Saripalli, Pendurthi, Visakhapatnam

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“I am deeply grateful and humbled to receive this recognition as one of the Top 10 Teachers in the district. This achievement reflects not only my efforts but also the enthusiasm of my students and the support of my school and colleagues. Being part of AI-based learning programs has given me the opportunity to help students explore new technologies, think creatively, and develop innovative solutions. This honour encourages me to continue creating meaningful learning experiences and preparing students for the future. I sincerely thank everyone who has been a part of this journey.”

— G. Rajashekhar, ZPHS Garudabilli, Vizianagaram

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AI Curriculum Student Testimonials

“ The AI sessions helped me realize that technology is not just about using mobile phones, but about thinking, problem-solving, and innovation. Earlier, my understanding of tools like ChatGPT and Gemini was very limited, but now I can clearly differentiate between rule-based and data-based learning systems. I began to understand how AI is used in our daily lives, from voice assistants to smart applications. These sessions sparked my curiosity and made me observe and think more deeply about how technology works. I now feel more confident, creative, and motivated to learn beyond textbooks. This experience has inspired me to dream of creating something innovative using technology in the future. “

Sravani, KGBV Polaki, Srikakulam district, Andhra pradesh

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• Sravani, KGBV Polaki, Srikakulam district, Andhra pradesh

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“ The AI sessions completely changed my understanding of Artificial Intelligence, from thinking it was a mysterious, human-like power to realizing it is a tool created and trained by humans. I learned the difference between human intelligence and machine intelligence, and understood that machines do not think or feel, but depend on the data and instructions given to them. This helped me become more careful and thoughtful while using AI, instead of blindly trusting its answers. Now, I feel more confident and aware, and I have developed a strong interest in becoming a Data Scientist. This learning experience has not only cleared my doubts but also inspired me to dream about contributing to technology in the future. ”

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- N Aditya, ZPHS Saripalli, Visakhapatnam District, Andhra Pradesh

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Lets see the Impact of AI Education

Q1. Do you think after our program more than 70% of students in government schools had used AI by 2026 ?

KEY FINDINGS

The programme made AI normal in the classroom. Now use style is what matters.

76%

of students now use AI�

Three in four, mostly for learning. About seven in ten use it weekly.

+0.75

the top technology gain�

AI-tool use rose more than any other learning technology (2.18 to 2.93 on a 1 to 6 scale).

+3.7

points on reasoning�

Raven's score rose every round, 62.6% to 66.3% correct. RAVENs is an objective, curriculum-free test of non-verbal cognitive ability. .

How,

not whether

is what counts�

Active, verifying users gain; passive over-reliance* goes with about 1.2 fewer Raven's items.

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The bottom line. AI-based teaching can work in these schools. The next step is teaching students to use AI actively, not passively, and equipping teachers to guide that.

*Passive over reliance: Students accept AI answers without checking, depend on AI for difficult homework, or find it hard to start work without AI

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Q2. Do you think more than 500 students across these three districts had used AI by 2026 ?

THE SAMPLE

738 students across three north-coastal districts (76% AI users)

738

students followed across all three rounds

51

government secondary schools

562

had used AI by 2026 (76%)

Rural, first-generation learners in government schools.�

Adoption is remarkably even across districts, about 76% in each. This is not an elite or urban sample; it is exactly where low-cost AI could matter most.

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Q3. Do you think more than 1 in 3 students use AI without checking whether the answer is correct?

OUTCOME · HOW AI IS USED

Students reach for AI to learn, but habits are mixed

Mostly for understanding.�

The top uses are learning uses: understand a topic, get step-by-step help, find information.

But over-reliance rivals good habits.�

About 4 in 10 copy answers exactly; only about 3 in 10 check, question or rewrite. That gap is the opening for the programme.

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Q4. Do you think students who depend more on AI without thinking or checking may show lower learning outcomes?

IMPACT · HOW YOU USE AI

Passive over-reliance goes with lower scores, on every objective measure

No fancy statistics, just the raw gap.�

Comparing a typical low-offloading user with a typical high-offloading one: about 1.2 fewer Raven's items, three fewer creative ideas, and lower 21st-century skills. The objective tests move the same way as the self-reports.

AI, Learning & 21st-Century Skills · Rural Andhra Pradesh, 2024 to 2026

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THE KEY IDEA

There are two ways to use AI, and only one builds skill

ACTIVE · self-regulated use

• Checks the answer against textbook or notes
• Asks a teacher or elder when unsure
• Asks the AI a follow-up to correct it
• Rewrites the answer in their own words
• Thinks about whether the answer makes sense

builds skill ↑

PASSIVE · cognitive offloading

• Copies the answer exactly as it is
• Accepts the answer without checking
• Depends on AI for difficult homework
• Cannot explain the answer in own words
• Finds it hard to start work without AI

substitutes for thinking ↓

Same tool, opposite effects.�

The two styles pull apart cleanly in the data. Everything that follows is about which style a student adopts, and how to shift them towards the active one.

AI, Learning & 21st-Century Skills · Rural Andhra Pradesh, 2024 to 2026

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SSA Report AFE

SLIDE 1 OF 3

A joint review by Samagra Shiksha AP, Quest Alliance, and PwC evaluating AI & Computational Thinking in government secondary schools across Srikakulam & Vizianagaram.

Samagra Shiksha Andhra Pradesh • Quest Alliance Diagnostic Study

Guide for Teachers & School Leaders

• SAMAGRA SHIKSHA AP

Amazon Future Engineer (AFE) Program Insights

SLIDE 2 OF 3

EVALUATION RESULTS • SCORE BREAKDOWN (SCALE 1.0 - 3.0)

Student Learning & Classroom Delivery Scorecard

The impact we saw is possible when children get the opportunity to experience the learning. That is why your role as a teacher is important in this journey.

Future lo mana children ki subject knowledge tho paatu, inka ye skills important ga untayi?

Lets Capture Responses

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Lets Capture Responses

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Future Skills

Skills people need to succeed in a rapidly changing world. There are 4 categories of future skills:

• Core = foundational thinking & self-awareness skills
• Digital = using and understanding digital tools safely and creatively
• Socio-Emotional = managing relationships, emotions, and wellbeing
• Cognitive = solving problems, thinking ahead, and creating value

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Unesco AI Competency Framework For Students - Future Skills Curriculum

United Nations Educational, Scientific and Cultural Organization

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15 minutes

Curriculum Exploration- Theme 1 -

AI Spark & Future Stories

Activity Time

Lets Experience an activity

Please use activity card shared and reflect on the sheet given.

THEN → NOW

THEN → NOW

If today’s change

continues, what might 2035 look like?�

Include: � 1 opportunity + 1 concern

Live from 2035:

• Who benefits most?
• Who might be left out?
• What could go wrong?
• What should humans still remain responsible for?

Energizer -

Can you guess the

next line in the song?

How did you figure it out?

Curriculum Exploration- Theme 2 -

AI Systems Discovery Labs

Activity Time

Lets Experience an activity

Please use activity card shared and reflect on the sheet given.

Data Pattern Recognition - Machine Learning Activity

Group �1

Group �2

Activity:

Can you guess which group this belongs to ?

Can you guess which group this belongs to ?

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Can you guess which group this belongs to ?

Let's Discuss -

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Did anyone tell you the rule?

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How did you decide?

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What did the examples help you notice?

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Did more examples helped?

MACHINE VERSION 1- �Turing Machine

HUMAN

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RULE / PREPARED ANSWER

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MACHINE

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RESPONSE

Let’s Explore the Chapters in the Handbook: (5 mins)

How to Facilitate Sessions

Facilitation Habits:

What facilitation habits build a classroom culture focused on deep conceptual understanding rather than rote memorization?

• Ask students for their answer before you explain
• Test the reasoning given by students
• Give a chance to speak
• Ask the student for evidence
• No judgement
• Don't give direct answers, ask more helpful questions. Keep uncertainty alive
• Disagreement is good, use it productively to guide Empathy and Equity
• Don't just do an activity. Consolidate it and reflect to make learning deeper

మంచి ప్రశ్న అడగండి

ఇంకాస్త లోతుగా అడగండి

పిల్లల ఆలోచనను ముందుకు తీసుకెళ్లండి

Reflection Time

DAY 2

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COOKING POT

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Lets share some new ways of teaching methods you have gained from yesterday?

Curriculum Exploration Theme 3 :

Bias, Ethics & Responsibility Studios

Activity : Think about this Scenario

YOUR SCHOOL IS OFFERED AN AI LEARNING ASSISTANT

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It has certain Benefits:

Personalised questions;

Language translation;

Identifies learning gaps.

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The AI System also raises certain Concerns:

Unequal device access;

May give wrong explanations;

Collects performance data;

Recommendations are not fully transparent.

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Activity Time

Lets Experience an activity

Session 2 - Human-Centred Mindset:

What Makes Good Data

Learning Objectives

Students will:

• Understand that AI needs not just data, but relevant and useful data.
• Explore how humans decide what data an AI system should use.
• Identify useful and irrelevant information in real-life situations.
• Discover how missing information can lead to poor decisions.

Learning Outcomes

Students will be able to:

• Explain why some data is more useful than other data.
• Identify relevant and irrelevant information for a problem.
• Describe how data quality affects AI performance.
• Reflect on the role humans play in selecting data for AI systems.

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1. Recap (5 mins)

• The facilitator begins by saying: In the previous session, we explored how AI is changing the world around us.
• The facilitator asks:
• Can you recall some areas where AI is being used?
• Where have you seen AI helping people in daily life?
• Allow 3-4 students to respond.
• The facilitator may note student responses on the board.
• Students might mention farming, transport, healthcare, education, communication, and other areas.
• After listening to students, the facilitator summarizes:
• We saw that AI can predict crop diseases, suggest routes, help doctors, and personalize learning.
• Ask: How do you think these AI systems know what to do?
• Take a few responses.
• Students may say:
• Data
• Information
• Internet
• Sensors
• User inputs
• The facilitator notes the responses on the board and encourages students to record important ideas in their reflection journals.
• Acknowledge all answers.
• The facilitator continues:
• Excellent.
• But today we will investigate something deeper.
• Is all data equally useful?
• Can we make good decisions using the wrong information?

2. Story: Two Farmers, Two AI Systems (7 mins)

• The facilitator tells the story dramatically:
• Ravi and Suresh are both farmers.
• Both use AI systems to predict crop yield.
• Ravi's AI receives:
• Rainfall data
• Soil moisture
• Temperature
• Crop history
• Pest information

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• Suresh's AI receives only:
• Temperature
• At the end of the harvesting season, Ravi's crops produced a better yield because his AI system used information about rainfall, soil moisture, crop history, and pest conditions. Ravi was better prepared for heavy rains, dry spells, and pest attacks. The AI system also helped him make timely decisions about crop care by suggesting better fertilisers and protection by suggesting precaution from pests.
• Suresh's crops faced several challenges during the season. His AI system relied on very limited information and could not provide useful advice about changing weather conditions or pest risks. As a result, he was less prepared for problems that affected his crop yield.

3. Activity: Data Detective Challenge (15 mins)

• The facilitator says:
• Today, you will become Data Detectives.
• Your job is to decide what information is useful and what information is not useful.
• Divide students into groups of 4-5.
• Present the challenge: Predict whether a student may arrive late to school.

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Data Cards

• Write the following on separate cards or display on the board:
• Distance from school
• Traffic conditions
• Weather
• Bus timing
• Wake-up time
• Route taken
• Breakfast time
• Favourite colour
• Height
• Shoe size
• Number of siblings
• Favourite movie

Group task

Ask groups to sort the cards into useful/not useful data.

4. Missing Data Challenge (3 mins)

• Facilitator Asks:
• What if the AI knows the distance from school but does NOT know about traffic?
• Students respond.
• Then ask:
• What if it knows the traffic but doesn't know that the student missed the bus?
• Students respond.

Discussion

• Explain:
• Even if AI has data, missing important information can lead to mistakes.
• AI systems are only as good as the information they receive.

5. Reflection Journal (5 mins)

• Ask students to write:
• What did you learn about data today?
• Why is some data more useful than other data?
• What might happen if an AI receives incomplete information?

6. Homework:

• Ask students to choose one activity from daily life:
• Students complete the table
• Students bring their answers next day.

Facilitation Practice - Mock session

Srikakulam Cohort 1 MT ‘s

Srikakulam Cohort 2 MT’s

Vizianagaram MT’s

Visakhapatnam MT’s

Master trainers

AI session completion form

Commitment circle

Program Officers

Sateesh

Sandeep

Triveni

Mahesh

Ramani

Krishna - Govt Relations Officer

VNK Kishore - State Lead`

Prithu Raj Ghosh - Learning Experience Manager

Jahnavi S. V - Learning Experience Officer

Sravya. G - Sr Program Officer

Dr. Jaya - M&E Coordinator

Pravallika - Content & Training Officer

Quest Alliance Andhra Pradesh Team