This quantitative study investigates the influence of artificial intelligence teaching assistants (AITAs) on question-asking behaviors and psychological safety in Indian higher education, where hierarchical dynamics frequently obstruct free inquiry. 574 undergraduate students from six prestigious engineering universities in India participated in the research, randomly assigned to either traditional teaching assistants (control group, n = 287) or AITAs (experimental group, n = 287) for a semester. We gathered data through pre- and post-surveys, quantitative analysis of question logs, and semi-structured interviews.

The results indicated a substantial increase in query frequency among students utilizing AITAs (p < 0.001), with a 147% increase in "basic" conceptual inquiries relative to the control group. The AITA group had superior psychological safety scores (M = 4.2, SD = 0.6) compared to the control group (M = 3.1, SD = 0.7). First-generation students had the most significant enhancement in involvement (Cohen’s d = 0.82), while female students were 93% more inclined to pose enquiries via AITAs in comparison to traditional assistants. The findings indicate that AITAs may facilitate the surmounting of cultural obstacles to student involvement in Indian education, hence improving psychological safety and fostering inquiry