This article was originally published in The Conversation.
Generative artificial intelligence (AI) is significantly impacting the educational landscape, particularly in K-12 schools, as educators strive to adapt their teaching methodologies and curricula to integrate this technology. However, many institutions are grappling with a lack of formal policies. While some states provide frameworks for AI use in classrooms, very few mandate specific policies for local schools, leaving teachers, students, and administrators to navigate a largely unregulated environment. A policymaker’s observation highlighted the disconnect: “You have policy and what’s actually happening in the classrooms – those are two very different things.”
In late 2025, a survey conducted as part of research on AI and education policy involved members of the National Association of State Boards of Education, which aims to promote equity and excellence in public education. The survey underscored that education policy generally evolves through a complex interplay among national, state, and local entities, rather than following a top-down approach. Despite the absence of stringent guidelines, numerous ethical concerns about generative AI have come to the forefront, including issues related to student safety, data privacy, and potential adverse effects on learning outcomes.
Policymakers have voiced worries over the influence of technology companies and the possibility that schools may soon incur costs for tools currently available for free. Concerns about deepfake technology also emerged, with one administrator questioning the implications if a student were to manipulate their voice for malicious intent, such as fabricating a bomb threat. Nevertheless, the emphasis remains on equipping students with the skills to leverage AI technology effectively.
Although AI-powered chatbots have been accessible for years, the survey revealed that many states are still in the nascent stages of policymaking regarding generative AI, with most districts responsible for developing their own plans. Respondents indicated a predominance of local control, with some districts implementing outright bans on AI, while others rely on state-issued guidance. One participant noted, “We are a ‘local control’ state, so some school districts have banned (generative AI).” As educational institutions navigate this new technology, decision-making remains decentralized, reflecting traditional governance structures.
The challenges of assessing the effects of AI on both learners and educators further complicate the policymaking process, as it may take years to obtain comprehensive data on its impact. However, state policies can serve as essential beacons by establishing ethical guidelines that prioritize safety and equity, thereby ensuring consistent standards across districts. Without such frameworks, schools often struggle to determine the most effective and responsible ways to incorporate AI.
The disparity in resource availability among schools exacerbates these challenges. According to a RAND-led study, educators in high-poverty areas are significantly less likely to receive guidance on AI usage compared to their counterparts in better-resourced schools. Consequently, the least affluent institutions are often left behind in the AI adoption process.
In discussions on foundational generative AI policies, policymakers have identified key areas of focus, including privacy, safety, and equity. One respondent emphasized the importance of equitable access to funding and training for all school districts. There is also a call for a more inclusive dialogue surrounding AI’s role in education, particularly regarding the involvement of families. A policymaker remarked, “What is the role that families play in all this? This is something that is constantly missing from the conversation.”
As of February 2025, a Gallup Poll indicated that 60% of teachers report using AI technology for various tasks. The survey also revealed a phenomenon termed “shadow use,” where educators employ generative AI without obtaining formal approval from their school or district’s IT departments. Some states, like Indiana, are exploring funding opportunities for schools to pilot AI-powered platforms, with a focus on student support and professional development.
An eighth-grade teacher in California shared her experience using AI tools to provide feedback on students’ writing, underscoring the challenge of managing large classrooms. “Teaching 150 kids a day and providing meaningful feedback for every student is not possible; I would try anything to lessen grading,” she explained, while also noting issues of algorithmic bias that surfaced during her students’ assessments.
In contrast, a program in the Netherlands encourages schools to identify challenges they face and collaborate with industry to develop tailored solutions informed by research. This approach places educational institutions at the forefront of tech implementation, rather than relegating them to passive adopters of externally-developed products.
A consensus among survey respondents highlighted the necessity of establishing ethical guidelines for AI use in education. Educators and students should learn to understand the limitations and capabilities of generative AI, how to utilize these tools effectively, and maintain ethical disclosure practices. Given the complexity of the issues at hand, policymakers are encouraged to engage their communities to collaboratively develop a framework for AI in education. As one policymaker succinctly stated, “Knowing the horse has already left the barn… (on) AI-human collaboration vs. outright ban, where on the spectrum do you want to be?”
This article is republished from The Conversation under a Creative Commons license. Read the original article.
See also
Andrew Ng Advocates for Coding Skills Amid AI Evolution in Tech
AI’s Growing Influence in Higher Education: Balancing Innovation and Critical Thinking
AI in English Language Education: 6 Principles for Ethical Use and Human-Centered Solutions
Ghana’s Ministry of Education Launches AI Curriculum, Training 68,000 Teachers by 2025
57% of Special Educators Use AI for IEPs, Raising Legal and Ethical Concerns
