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Stream/Area:
-
Subject:
-
Paper ID:
IJSREM52952
Volume:
9 |
10 |
Oct 2025
Pages:
Publication Frequency:
Monthly (12 issues per year)
License:International Journal of Scientific Research in Engineering and Management follows the Creative Commons Attribution 4.0 (CC BY 4.0) License, allowing free use and distribution with proper attribution.
Education accessibility remains one of the key global challenges, particularly in rural and under-resourced areas where students often lack timely academic support. Existing learning platforms are frequently disjointed, with limited AI-driven personalization, poor multilingual support, and no structured reuse of learner data. These limitations lead to slower learning progress, reduced engagement, and inconsistent academic growth. This project presents a GenAI-Based Classroom Assistant Chatbot that integrates advanced Generative AI (GenAI), Machine Learning (ML), and Natural Language Processing (NLP) to deliver real-time, intelligent, and inclusive academic assistance. The system introduces multiple modules including: • Doubt Solver – AI-powered subject query resolution through natural language input. • Academic Chatbot – 24/7 conversational tutor for concept explanation and guidance. • AI Mentor – Personalized study recommendations and progress tracking. • Student Digital Twin – A reusable academic profile storing performance and learning history for continuous improvement. The platform is built using Flask (backend), React (frontend), MySQL (database), and Ollama Phi AI models for content generation and interactive responses. It is optimized for low-bandwidth environments, supports multiple languages, and ensures scalability for institution-wide deployment. By providing intelligent tutoring, multilingual communication, personalized feedback, and secure academic data management, this project highlights how GenAI can transform education, enhance accessibility, and enable data-driven learning for students and educators alike. This comprehensive system aims to offer scalable, adaptive, and learner-friendly digital education solutions, addressing the evolving demand for smart classroom technologies.
KEYWORDS
Publication Date
10/9/2025
Peer Review Type
Double-Blind Peer Review
Review Rounds: 2
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Conflict of Interest
The authors declare no conflict of interest related to this research work.
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No funding information available for this research.
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