Author(s): Diksha Sharma
Technological Institutes in India have been serving diverse multiethnic and multicultural students and extensive use of Artificial Intelligence (AI) into higher education has placed importance on equitable pedagogy more than ever. The article introduces a theoretical argument for use of AI-powered instructional tools for effectively mitigating educational inequities rooted in cultural, linguistic, and ethnic heterogeneity. The paper argues that using AI adaptive learning platforms, intelligent tutoring systems, language processing tools, and AI-facilitated assessment can function as a pedagogical equalizer and offers linguistically adaptive and culturally sensitive educational experiences at institutional scale. It draws upon Universal Design for Learning (UDL), culturally responsive teaching (CRT), and sociotechnical systems theory to assess data sovereignty, algorithmic bias and their influence on amplifying existing inequalities when the AI integration is not guided by an equity-first framework. The article concludes that deliberate pedagogical design, institutional commitment, and faculty readiness are important aspects and not merely the realization of AI's equalizing potential.