• CH.GOPI

Artificial Intelligence (AI) has evolved from a mere digital tool to a revolutionary influence affecting education and academic research globally. The swift rise of generative AI systems, voice cloning technology, and automated knowledge synthesis tools has created unparalleled efficiencies, while also presenting significant ethical, epistemological, and governance dilemmas. This essay rigorously analyzes the role of AI in education and research, emphasizing its impact on learning methodologies, research integrity, knowledge generation, and human-machine interactions. The study, informed by modern literature, emphasizes significant issues including misinformation, the decline of critical thinking, algorithmic prejudice, privacy infringements, authorship ambiguity, and sustainability challenges. The study presents a human-centered governance paradigm for the proper integration of AI, highlighting openness, ethical literacy, institutional regulation, and ongoing human monitoring. The article positions AI as a socio-epistemic force rather than a simply technological invention, so contributing to scholarly conversation on the future of education and research in the digital era.

Artificial Intelligence, Education, Academic Research, Ethics, Generative AI, Governance, Knowledge Integrity

"Human–AI Coexistence in Education and Research: Ethical Risks, Epistemic Shifts, and Governance Frameworks", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 2, page no.272-274, February-2026, Available :http://www.jetir.org/papers/JETIRHJ06054.pdf

"Human–AI Coexistence in Education and Research: Ethical Risks, Epistemic Shifts, and Governance Frameworks", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 2, page no. pp272-274, February-2026, Available at : http://www.jetir.org/papers/JETIRHJ06054.pdf