An AI Tutor Must Not Become a Parallel School

A learner asks a patient question at midnight. The artificial-intelligence tutor responds immediately, adapts the explanation, offers another example and never appears tired. The promise is compelling, especially where classes are large, teachers are stretched and private tutoring has long belonged to families able to pay.

Yet a tutor does more than answer questions. It selects examples, frames knowledge, diagnoses difficulty, sequences practice, rewards some responses and directs attention away from others. When these choices move into a private platform, an institution may unintentionally create a second curriculum operating beyond ordinary academic and public accountability.

AI tutoring can extend practice and feedback. It should not become a parallel school.

Responsible adoption keeps the system inside an authorised curriculum, teacher-led pedagogy, equitable access, learner protection, valid assessment and governable human responsibility.

Springer lists 20 August as the publication date for Private Tutoring in the Age of Generative Artificial Intelligence, a scholarly volume that presents AI-mediated private tutoring as a distinct field and promises to examine when it narrows or widens educational inequity. The publisher page establishes the bibliographic details and stated scope; without treating promotional copy as the book's demonstrated conclusion, its appearance confirms that AI tutoring has moved beyond a classroom novelty into a research, policy and market category.

The QS I-GAUGE National Summit on AI in Indian Education also opens on 20 August under…