Education

With AI in schools, local leadership matters more than ever

Published

4 months ago

May 13, 2025

Credit: Julie Leopo/EdSource

Last week, the Trump administration’s draft executive order to integrate artificial intelligence (AI) into K-12 schools made national headlines. The order, still in flux, would direct federal agencies to embed AI in classrooms and partner with private companies to create new educational programs. The move comes as China, Singapore and other nations ramp up their AI education initiatives, fueling talk of a new “AI space race.” But as the world’s biggest players push for rapid adoption, the real question for American education isn’t whether AI is coming — it’s who will shape its role in our schools, and on whose terms.

AI is not simply the next classroom gadget or software subscription. It represents a fundamentally new kind of disruptor in the education space — one that doesn’t just supplement public education but is increasingly building parallel systems alongside it. These AI-powered platforms, often funded by public dollars through vouchers or direct-to-consumer models, can operate outside the traditional oversight and values of public schools. The stakes are high: AI is already influencing what counts as education, who delivers it and how it is governed.

This transformation is happening fast. For example, in the Los Angeles Unified School District (LAUSD) the district’s ambitious “AI friend” chatbot project, meant to support students and families, collapsed when its startup partner folded, exposing the risks of investing public funds in untested AI ventures. Meanwhile, major tech firms are pitching AI as a “tutor for every learner and a TA for every teacher,” promising to personalize learning and free up educators’ time. The reality is more complex: AI’s promise is real, but so are its pitfalls, especially when it bypasses local voices and democratic control.

The rise of AI in education is reshaping three core principles: agency, accountability and equity.

Agency: Traditionally, public education has empowered teachers, students and communities to shape learning. Now, AI platforms — sometimes chosen by parents or delivered through private providers — can shift decision-making from classrooms to opaque algorithms. Teachers may find themselves implementing AI-generated lessons, while students’ learning paths are increasingly set by proprietary systems. If local educators and families aren’t at the table, agency risks becoming fragmented and individualized, eroding the collective mission of public schooling.
Accountability: In public schools, accountability means clear lines of responsibility and public oversight. But when AI tools misclassify students or private micro-schools underperform, it’s unclear who is answerable: the vendor, the parent, the state, or the algorithm? This diffusion of responsibility can undermine public trust and make it harder to ensure quality and fairness.
Equity: AI has the potential to personalize learning and expand access, but its benefits often flow unevenly. Wealthier families and districts are more likely to access cutting-edge tools, while under-resourced students risk being left behind. As AI-powered platforms grow outside of traditional systems, the risk is that public funds flow to private, less accountable alternatives, deepening educational divides.

It’s tempting to see AI as an unstoppable force, destined to either save or doom public education. But that narrative misses the most important variable: us. AI is not inherently good or bad. Its impact will depend on how — and by whom — it is implemented.

The U.S. education system’s greatest strength is its tradition of local control and community engagement. As national and global pressures mount, local leaders — school boards, district administrators, teachers, and parents — must drive how AI is used. That means:

Demanding transparency from vendors about how AI systems work and how data is used.
Prioritizing investments in teacher training and professional development, so educators can use AI as a tool for empowerment, not replacement.
Insisting that AI tools align with local values and needs, rather than accepting one-size-fits-all solutions from distant tech companies or federal mandates.
Building coalitions across districts and states to share expertise and advocate for policies that center agency, accountability, and equity.

As Dallas schools Superintendent Stephanie Elizalde put it, “It’s irresponsible to not teach (AI). We have to. We are preparing kids for their future”. But preparing students for the future doesn’t mean ceding control to algorithms or outside interests. It means harnessing AI’s potential while holding fast to the public values that define American education.

The choices we make now — especially at the local level — will determine whether AI becomes a tool for equity and empowerment, or a force for further privatization and exclusion. Policymakers should focus less on top-down mandates and more on empowering local communities to lead. AI can strengthen public education, but only if we ensure that the people closest to students — teachers, families and local leaders — have the authority and resources to shape its use.

The world is changing fast. Let’s make sure our schools change on our terms.

•••

Patricia Burch is a professor at the USC Rossier School of Education and author of “Hidden Markets: The New Educational Privatization” (2009, 2020).

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

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Education

Here’s How Teachers Really Feel About the Rise of AI in K-12 Education

Published

11 minutes ago

September 16, 2025

Jennifer Vilcarino

Artificial intelligence has been rapidly changing the K-12 education landscape—from providing opportunities for personalized learning to assisting with nonteaching tasks. As the new school year kicks into gear, how do educators expect to see AI incorporated into their school and classes?

EdWeek reporting shows that not many schools have policies in place to guide AI use just yet, although it’s a top-of-mind issue for educators and policymakers. According to a recent survey of state education technology officials, 40% of respondents said their states had released AI guidance, and supporting professional development on the issue was a top priority.

Additionally, educators remain divided on whether AI should be used in the classroom at all. There is concern among some educators about how AI may affect students’ critical thinking skills, as well as their ability to experiment and learn.

Still, most educators feel as if the use of AI in education is inevitable. In an informal Education Week LinkedIn poll with 700 votes, 87% of respondents said AI will affect the classroom, and 7% said it would not.

Educators shared more details about their opinions on AI’s impact in the comment section. Here are some of their responses, edited lightly for clarity.

Some educators fear AI will have a negative impact

It will be banned within three years once test scores plummet. It can’t be controlled, and 80% will use it to cheat.

It has negatively impacted the general public for sure. I hope it doesn’t enter the schools next.

Totally against it as an educator. If anything, I’m pulling BACK on technology in my classroom this year because it’s becoming more of a hindrance.

Other educators are embracing AI

I’m counting on it [having an impact]. And designing PD about exactly that.

Justin M.

Students are already using it, some to help them study and others to outright cheat. I’ve used it to help with planning and organizing ideas and even for inspiration sometimes. It’s here now and we can’t pretend that it isn’t, but we can show students how to use it in a productive way.

Emily H.

AI will shape classrooms in ways we can’t ignore. The opportunity? Freeing teachers from busywork so they can focus on relationships, creativity, and student growth. The challenge? Keeping humanity, critical thinking, and cultural awareness at the center.

Tricia T.

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Education

Older and younger art teachers in the UK: tell us your experiences | Education

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1 hour ago

September 16, 2025

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Education

Kennesaw State Awarded Grant to Establish a Network of AI Educators

Published

3 hours ago

September 16, 2025

Bioengineer

The transformative potential of artificial intelligence (AI) has captured attention across industries and disciplines, with forecasts predicting an astounding contribution of approximately $19.9 trillion to the global economy by the year 2030. In light of this profound impact, educational leaders are grappling with the challenge of defining effective pedagogical strategies to prepare students for a future increasingly dominated by AI technologies. This evolving narrative underscores the necessity of a unified framework for AI education, an initiative that has found a guiding light under the auspices of Kennesaw State University’s Department of Information Technology.

Kennesaw State University (KSU), under the adept leadership of Department Chair Dr. Shaoen Wu, has taken a monumental step toward fortifying AI education through recent funding achievements from the National Science Foundation (NSF). Accompanied by assistant professors Seyedamin Pouriyeh and Chloe “Yixin” Xie, Wu’s team has secured two NSF grants aimed at creating a network of educators committed to sharing resources and collaborating on best practices in the field of AI. This initiative is set to extend through May 31, 2027, marking a significant investment in the future of educational practices encompassing artificial intelligence.

The driving force behind this initiative is the recognition that while AI has permeated numerous educational institutions, a coherent community focused on AI education remains conspicuously absent. Dr. Wu, who oversees the initiatives within KSU’s College of Computing and Software Engineering, articulated an essential observation. He pointed out that although numerous universities, including KSU, have developed undergraduate and graduate programs in artificial intelligence, a collaborative community has yet to materialize. This fragmentation is paradoxical, considering the widespread adoption and potential of AI technologies across various sectors.

As Dr. Wu aptly noted, “AI has become the next big thing after the internet.” Yet, the educational sector has not transpired into a synchronized effort towards establishing a collective framework for teaching AI. The NSF-funded project marks the nascent stages of an endeavor to create a national network that could potentially streamline AI education and facilitate shared resources among institutions of varying sizes and capabilities.

Drawing parallels to the established cybersecurity education community, which benefits from standardized curricular guidelines and shared best practices, Dr. Wu envisions a similarly structured approach for AI education. Implementing a cohesive framework would empower under-resourced institutions, including community colleges, with free access to crucial teaching materials and necessary equipment for effective AI training. This would significantly lower the barriers to entry for institutions struggling to incorporate cutting-edge AI curricula into their programs.

In addition to the technical framework being proposed, this initiative is part of the broader National AI Research Resource (NAIRR) pilot, a pivotal White House initiative aimed at democratizing AI access and fostering diversity in technological innovation. The NSF grants will enable the KSU team to bring together educators from a diverse array of institutions—ranging from two-year colleges to research-intensive universities and Historically Black Colleges and Universities. The overarching goal is to identify gaps within existing curricula and outline essential recommendations to enrich AI education across all educational levels.

Dr. Wu’s vision transcends mere academic frameworks; he advocates for an inclusive approach to AI that reflects its interdisciplinary nature—impacting fields such as healthcare, finance, and engineering in addition to traditional computing majors. The educational structures put in place today will ultimately influence AI literacy and competency not only in higher education but also scholastic settings aimed at K-12 students. This foresight of establishing a comprehensive educational foundation is pivotal for future generations.

Furthermore, the NSF’s endorsement through these grants validates KSU’s expanding stature in national dialogues surrounding emerging technologies. Dr. Wu’s prominence within academic circles was recently underscored by his invitation to moderate a high-level panel at the Computing Research Association’s annual leadership summit. This gathering, which brings together department chairs and deans from institutions nationwide, reflects an increased awareness and advocacy for robust AI education practices.

The significance of these grants extends beyond KSU, placing it alongside esteemed institutions like the University of Illinois Urbana-Champaign and the University of Pennsylvania as leaders in shaping AI education. This recognition offers KSU a golden opportunity to not only augment its reputation but to also influence the wider discourse on how best to navigate the challenges and opportunities presented by AI technologies in an educational context.

In tandem with these developments, KSU’s College of Computing and Software Engineering (CCSE) has reiterated its commitment to innovation and accessibility. Dr. Yiming Ji, the Interim Dean of CCSE, emphasized that these NSF grants are an achievement not only for Dr. Wu but for the entire College. This initiative showcases the faculty’s collective endeavor to shape national discussions on AI education, guaranteeing that individuals from diverse backgrounds—including those at under-resourced institutions—benefit from shared knowledge and resources.

As institutions like KSU lead the charge toward structured AI education, the landscape is evolving rapidly, and educators must prepare students for a world where AI is an integrated and pervasive element. The implications of these changes extend beyond academia; they resonate through industries positioned to embrace AI’s capabilities and potential. In undertaking this mission, KSU is helping to pave the way for a more equitable and innovative educational framework that could serve as a model for institutions worldwide.

This undertaking heralds a new era in AI education, where collaboration and shared knowledge are not merely desired outcomes but necessary steps for enlightenment in the digital age. The ambitious project spearheaded by KSU exemplifies the essential role educational institutions play in preparing the workforce for the technologies that will define the future, creating pathways for success that reach all corners of the educational landscape.

Through the concerted efforts of educators dedicated to this cause, the vision of a coordinated approach to AI education may soon become a reality, laying the groundwork for a generation equally well-versed in the ethical, practical, and technological dimensions of artificial intelligence.

Subject of Research: Artificial Intelligence Education and Collaborative Framework
Article Title: Kennesaw State University Leads Charge in Transformative AI Education Initiative
News Publication Date: October 2023
Web References: Kennesaw State University
References: National Science Foundation, National AI Research Resource Initiative
Image Credits: Matt Yung / Kennesaw State University

Keywords

Artificial Intelligence, Education, National Science Foundation, Kennesaw State University, Technology Integration, AI Curriculum, Collaborative Initiatives, Workforce Development, Higher Education.

Tags: AI education initiativesartificial intelligence in educationcollaboration in AI teachingeducational practices in AIfuture of AI technologiesKennesaw State University grantsNational Science Foundation fundingnetwork of AI educatorspedagogical strategies for AIpreparing students for AI careerstransformative potential of AIunified framework for AI learning

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