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In a recent report by ACT Inc., high school students have been quick to embrace artificial intelligence (AI), with 46 percent saying they use AI tools to help them with their school work. Additionally a survey by Common Sense found that 77 percent of parents are excited about the potential of AI in education.

But even with all this excitement, there are still many questions to answer. One key question is, “How do school and district leaders ensure academic integrity as new technologies continue to emerge, like generative artificial intelligence applications such as ChatGPT, Bard, Claude, and more?”

With more than 17 years of experience as an academic integrity manager at a virtual school, I’ve learned the ins and outs of how to preserve academic integrity in an online learning environment.

To ensure school and district leaders implement effective strategies to address the impact of emerging technologies on student learning, I’ve put together my top four tips to safeguard academic integrity.

1. Build rapport and trust with your students through one-to-one conversations

Human judgment remains paramount in discerning academic integrity. While there are tools that can detect if a student has cheated, their accuracy isn’t infallible. That’s where the irreplaceable role of educators comes into play. The power of one-to-one interactions between teachers and students cannot be overstated, as it allows a deeper understanding of individual needs and fosters genuine rapport.

By engaging in conversations with their students more often, teachers can gain insight into their students’ passions, academic strengths, and challenges so they can better access the authenticity of their work. This personalized approach allows teachers to distinguish between students using artificial intelligence tools, like ChatGPT, as a tool for learning rather than one to cheat.

For example, we recently had a student who received a high artificial detection score for his work. Rather than relying on this score alone, his teacher called him to discuss the assignment. Through their conversation, it became evident that the student had utilized ChatGPT to better understand the context of the art he was studying in the time period it was created. He went on to explain each piece of art in great detail, showing his understanding of the assignment. This example highlights that using an AI tool isn’t “bad.” Rather, his use of the tool strengthened his overall understanding and created a dialogue between him and his teacher on when and how to use AI.

2. Utilize academic integrity tools

There are tools that school leaders, teachers, and staff can use to detect if students have used AI. One tool I’ve used and recommend is Turnitin, which has been around for more than 20 years to promote academic integrity, streamline grading, deter plagiarism, and improve student outcomes. Turnitin recently launched an AI writing detection tool to help educators identify text that may have been prepared by Bard, Gemini, and other AI tools.

3. Inspire your teachers and staff to use AI tools creatively

Let’s explore how teachers can harness the power of artificial intelligence by comparing it to another tool – the calculator. When calculators were first introduced, educators feared they would encourage shortcutting and allow students to skip over fundamental math concepts. Now, a calculator is an indispensable tool that saves time, boosts student confidence, minimizes errors, and fosters engagement and comprehension.

Similarly, AI tools present an opportunity for educators to enhance their teaching practices. While concerns may arise about potential misuse, AI holds immense potential to deepen students’ understanding and facilitate learning in innovative ways.

Encourage your teachers and staff to brainstorm creative applications of AI tools in the classroom. Here are a few ideas:

• Leverage AI to reinforce writing concepts with students like grammar and essay structures.
• Challenge students to analyze AI-generated essays, identifying elements such as thesis statements, hooks, central ideas, and supporting evidence.
• Use AI to develop games and quizzes aligned with the school curriculum.

In essence, by embracing AI tools for enrichment rather than as a threat, educators can unlock AI’s potential to transform teaching and learning experiences, paving the way for deeper understanding and student success.

4. Train your staff and families on how to best use artificial intelligence tools

We’re all still learning about artificial intelligence, including what it is, what it is not, and best practices for using it, which is why I recommend providing your teachers, support staff, students and parents with AI training and resources. Here are some valuable resources I recommend you start with:

I hope these four tips help educators safeguard academic integrity as new technology continues to emerge. We are living in an exciting time, and it’s important to remember that we’re all learning together to ensure our students succeed in and out of the classroom.

Anna Beard, FlexPoint Education Cloud

Anna Beard is the Senior Manager of Academic Integrity with FlexPoint Education Cloud.

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Sixty-five percent of educators use AI to bridge resource gaps, even as platform fatigue and a lack of system integration threaten productivity, according to Jotform‘s EdTech Trends 2026 report.

Based on a survey of 50 K-12 and higher education professionals, the report reveals a resilient workforce looking for ways to combat the effects of significant budget cuts and burnout. The respondents were teachers, instructors, and professors split about equally between higher education and K-12.

While 56 percent of educators are “very concerned” over recent cuts to U.S. education infrastructure, 65 percent are now actively using AI. Of those using AI, nearly half (48 percent) use it for both student learning and administrative tasks, such as summarizing long documents and automating feedback.

“We conducted this survey to better understand the pain points educators have with technology,” says Lainie Johnson, director of enterprise marketing at Jotform. “We were surprised that our respondents like their tech tools so much. Because while the tools themselves are great, their inability to work together causes a problem.”

Key findings from the EdTech Trends 2026 report include:

The integration gap: Although 77 percent of educators say their current digital tools work well, 73 percent cite a “lack of integration between systems” as their primary difficulty. “The No. 1 thing I would like for my digital tools to do is to talk to each other,” one respondent noted. “I feel like often we have to jump from one platform to another just to get work done.”

Platform fatigue: Educators are managing an average of eight different digital tools, with 50 percent reporting they are overwhelmed by “too many platforms.”

The burden of manual tasks: Despite the many digital tools they use, educators spend an average of seven hours per week on manual tasks.

AI for productivity: Fifty-eight percent of respondents use AI most frequently as a productivity tool for research, brainstorming, and writing.

Data security and ethics: Ethical implications and data security are the top concerns for educators when implementing AI.

This press release originally appeared online.

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

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The idea of integrating generative AI into classrooms has sparked nonstop debate since it appeared on the scene. On one side, enthusiasts herald its potential to revolutionize teaching and learning. On the other, skeptics raise concerns and worries about the unknown–causing some educators to hesitate when it comes to experimenting with AI. 

However, when we look deeper into those worries, it seems that we may simply be caught in yet another impasse between those who see the glass as half full, and those who see it as half empty. Can we turn concerns about AI into areas of opportunity instead? 

This discussion aims to navigate through commonly cited concerns from educators, highlighting how each perceived obstacle to integrating AI into classrooms can actually be overcome through applications of the very technology in question.

Challenge #1: Inequitable access to resources

Some thought leaders have openly worried about how access to AI tools might impact today’s existing digital divide. The digital divide has been a persistent issue in the world of edtech, keeping resources out of the hands of those who need them most, but it also presents a huge opportunity for systemic change.

Generative AI can be a driving force in democratizing access to high-quality education. At last year’s Education World Forum, discussion centered around this very idea. One leading education minister shared, “We don’t have enough qualified teachers for all of our students and aren’t likely to in the near future. AI technology can bridge this gap.” Moreover, an increasing number of cloud-based AI solutions offer scalable and cost-effective ways to bring advanced educational tools to schools everywhere, gradually leveling the playing field.

Challenge #2: The need for training and support

The necessity for comprehensive training around any new technology is seen as a given nowadays. Far from being a barrier to AI adoption, this requirement can actually catalyze the creation of a continuous learning culture among educators, equipping them with future-ready skills. Because AI is here to stay, it’s impossible to overstate the importance of teachers understanding the technology and feeling equipped to help their students understand it. 

The growing availability of free, high-quality training resources reflects a collective commitment to empower teachers, not just with AI tools but with a broader spectrum of digital competencies. And if AI is already being hailed as a new milestone in the world of personalized learning, why can’t it be used to provide personalized learning opportunities for teachers, too?

Challenge #3: Ethical dilemmas in the classroom

Ethical concerns about AI’s known biases are valid and critical to today’s discussions. That said, they also provide a rich context for teaching and learning about digital citizenship, ethics, and critical thinking. Integrating AI literacy into the curriculum better prepares students for a future where they can navigate complex ethical landscapes, making informed decisions about technology use. Policymakers agree, and have already introduced legislation highlighting the importance of teaching these skills in classrooms.

Challenge #4: Student engagement, or a lack thereof

The challenge of engaging students is not new, but AI offers novel solutions. Adaptive learning technologies, gamification, and interactive, AI-driven projects can captivate students’ interest in ways previously unimaginable, making learning more engaging and personalized.

The idea of personalized learning used to mean adapting lessons up or down in order to meet a particular student’s learning levels. Nowadays, generative AI tools allow us to tailor the actual content within those lessons–not just to meet the student’s learning levels, but to focus on topics that the student is personally interested and invested in. When students care about what they’re reading about, they’re more likely to engage with the material and ultimately experience more academic success.

Challenge #5: Keeping humanity at the core

Finally, the concern that AI might overshadow the human aspects of teaching overlooks the technology’s role as a tool to actually enhance human interaction. 

No one thinks AI should replace the essential human elements of teaching. In fact, the US Department of Education’s Office of Educational Technology emphasizes the importance of adopting an “ACE: Always Center Educators” approach when implementing AI tools. When humans are kept in the loop, AI can successfully augment the educational experience, allowing teachers more time to focus on empathy, inspiration, and building personal connections with their students.

While there will certainly be challenges when integrating generative AI into the classroom, we can also envision a gateway to innovation, improvement, and inclusion for those who choose to harness its potential. The benefits of generative AI in enriching education, empowering teachers, and engaging students warrant a balanced, forward-looking approach to overcoming obstacles as they arise. Today’s journey towards integrating AI into education is not only necessary, but rife with opportunities for those willing to navigate its challenges.

Kelsey Jern, Contributing Writer

Kelsey Jern has been working in the K-12 edtech industry since 2020. Her inside perspective from these key years of growth and change in the world of education has allowed her to share meaningful insights with teachers and administrators all across the country. You can read more of her work here.

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Alongside statewide education partners, the nonprofit Michigan Virtual has released a sample K-12 AI Guidance document that specifically addresses educators’ approach to AI use.

This AI Guidance document was written specifically for K-12 educator use, an area currently in need of such guidance. It focuses on the impacts of data compliance, ethical use requirements, and the challenges around disclosure for educators.

The workgroup includes top leaders from 13 organizations including the Michigan Education Association, Michigan Association of School Boards, Michigan Association of Superintendents & Administrators, Michigan Association of Secondary School Principals, Michigan Elementary & Middle School Principals, Michigan Association for Computer Users in Learning, and more.  

“Artificial intelligence is beginning to impact schools each day, often without clear guidelines or directions, and it’s critical that our educators are supported,” said Michigan Virtual Learning Research Institute Senior Director Ken Dirkin. “We’ve partnered with education leaders around the state to establish best practices and guidelines in the hopes that such standards are considered when developing local policies around this new technology.”

“We have entered a crucial time in the education landscape where coordinating the resources of the most influential and knowledgeable education organizations in our state is more valuable than ever, as together we can provide common guidance on artificial intelligence understanding and integration to benefit our K-12 environment,” said Mark Smith, Executive Director of MACUL.  “We are proud to partner with Michigan Virtual, as well as this collaborative group of professionals, to embrace and empower AI for education across our state.”

Statewide, this is the first group to come together and establish an AI workgroup or focus on AI learning in schools, led by Michigan Virtual’s recently established AI Lab.

“As AI has the potential to greatly impact education and learning.  Michigan Virtual and our partners have a responsibility to Michigan’s education ecosystem to lead the way in establishing best practices for learning, development, and educational policy around AI,” said Jamey Fitzpatrick, CEO of Michigan Virtual. “These guidelines are a good first step in building a coalition of support and a clear educational standard for our educators.”

“The Michigan ASCD is pleased to collaborate with other leading K-12 education organizations and associations in an effort to better identify important AI-related trends, challenges, and opportunities facing Michigan school districts and to provide guidance for our membership,” said Gary Wood, Executive Director of the Michigan Association for Supervision and Curriculum Development. 

The AI Guidance document can be found here, and was created as a complementary resource to Michigan Virtual’s Planning Guide for AI.  Additional resources from the Michigan Virtual AI Lab can be found here.

Katie Jesaitis, Martin Waymire

Katie Jesaitis is a Public Affairs Manager at Martin Waymire.

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With the rapid rise of generative AI, nearly one in two high school students polled think the workforce as we know it today will undergo a major transformation, a new global survey shows.

More than 48 percent of those queried believe that hard skills will become less important and soft skills, such as reasoning and creativity, will increase in demand, according to the survey, conducted in March by Philadelphia-based Society for Industrial and Applied Mathematics (SIAM).

As a result, 28 percent of the students said workers will need to acquire new skills to thrive in the new AI workplace, and more than two thirds are looking to their schools to help position them for future success.

The survey polled 825 11th and 12th grade students from across the U.S. and sixth form students in England and Wales to get their insights on the impact of generative AI on their academics and future careers. The 16- to 18-year-old students queried are participants in this year’s MathWorks Math Modeling Challenge (M3 Challenge), an annual internet-based, intensive math modeling contest organized by SIAM.

When asked what best reflects their thoughts about generative AI, the majority (47 percent) stated they worry that it will be difficult for students of the future to reach their full potential in a generative AI world, relying on technology more than their own capabilities. About 40 percent said generative AI will change the world as we know it today, impacting almost every industry and career, and that it will be increasingly important to master generative AI tools to succeed academically and in the future workforce.

Nearly half of the students polled expressed some degree of concern about potential loss of jobs in the future workforce due to certain roles becoming automated or obsolete. Only 19 percent think the AI workforce of the future will deliver greater productivity as people work faster and smarter.

“The survey demonstrates that many students feel that they need to take steps now to prepare for an evolving workplace,” said Dr. Karen Bliss, Senior Manager of Education and Outreach at SIAM.

Schools can do more

To that end, Bliss explained that most survey respondents are looking to their schools for help and guidance, with 68 percent saying their school isn’t doing enough to prepare students for the future world of AI.

How can high schools prepare students for the future world of AI? The majority (62 percent) of those queried suggested that schools offer guidance on the ethics of using AI, including boundaries related to AI content creation, misuse, and plagiarism.

Other recommendations included having schools provide practical training on how to most effectively use generative AI tools for academics (58 percent), teach the limitations of AI as it relates to academics (41 percent), and help identify careers that may be–or are less likely to be–disrupted by AI so students can plan their future academics accordingly (38 percent).

“Interestingly, one in five students would like to see schools offer extracurricular activities to boost their AI skills and experience, while almost as many think it would be helpful if teachers make using generative AI tools mandatory in assignments,” Bliss said.

Other survey findings

With many mathematics teachers grappling with the place of generative AI in math class, the survey asked respondents for their thoughts on this topic. Almost half (46 percent) said they think mathematics skills will become more important with the growth of generative AI, while 26 percent stated that they don’t think it will have much effect.

Of the students that predicted mathematics skills will increase in importance in the future, 68 percent explained that effective use of AI still requires human reasoning and those with a good grasp of math are more apt to succeed. Others said that as the AI field continues to grow, there will be more demand for mathematicians to develop AI tools and systems (56 percent) and that data analysis is an important part of using AI, a skill honed by mathematics studies (52 percent).

“With the fast emergence of AI tools, these are exciting times in mathematics and computer science since we will be able to tackle a broader range of problems more efficiently,” said Dr. Kathleen Kavanagh, Director of the Institute for STEM Education at Clarkson University and an M3 Challenge judge. “AI can certainly help with some tasks, but it cannot replace critical thinking, logical reasoning, creativity, and problem-solving skills. Now more than ever, students need to pay attention in math classes and build those skills so that they can successfully navigate in a complex, rapidly changing world.”

This press release originally appeared online.

Gail Bergman, Contributing Writer

Heading up the GBPR team is Gail Bergman, an accredited Public Relations Professional (APR) by the Canadian Public Relations Society (CPRS). With 25 years of experience in public relations and journalism, Gail is a hands-on professional, committed to and passionate about every project we take on, with an unrelenting focus on generating strong, measurable results.

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In recent years, the integration of digital tools into educational settings has revolutionized the way students engage with and learn about social studies. From interactive simulations to online databases of primary sources, these tools offer educators a wide array of resources to enrich their curriculum and foster student learning.

This article explores the significance of digital tools in social studies instruction, delving into their benefits, implications, and the emerging capabilities of artificial intelligence (AI) in both elementary and secondary settings.

Social studies education serves as the cornerstone for cultivating informed and engaged citizens capable of understanding the complexities of the world around them. With the rapid advancement of technology, digital tools have emerged as powerful assets in achieving this goal. These tools encompass a broad spectrum of resources, including educational apps, multimedia presentations, virtual field trips, and interactive maps–all of which have the potential to enhance the teaching and learning of social studies.

Benefits of digital tools in social studies education

Enhanced Accessibility: One of the primary advantages of digital tools is their ability to provide students with access to a vast array of historical documents, primary sources, and multimedia resources. Online archives such as the Library of Congress’s Digital Collections and the National Archives offer students the opportunity to explore primary sources firsthand, gaining insights into historical events and cultural phenomena that would otherwise be inaccessible.

Interactive Learning Experiences: Digital tools facilitate interactive learning experiences that actively engage students in the exploration of historical events, geographical locations, and cultural practices. Interactive simulations and educational games, such as iCivics and Mission US, allow students to step into the shoes of historical figures, make decisions that shape historical outcomes, and gain a deeper understanding of the complexities of the past.

Personalized Instruction: With the advent of adaptive learning platforms and personalized tutorials, educators can now tailor instruction to meet the individual needs and learning styles of each student. Digital tools such as Khan Academy and Newsela analyze students’ progress, identify areas for improvement, and provide targeted resources and activities to support their learning journey.

Collaborative Learning Opportunities: Digital tools facilitate collaboration and communication among students, enabling them to work together on projects, share ideas, and engage in meaningful discussions. Online discussion forums, collaborative document editors, and social media platforms provide students with platforms to collaborate with peers, exchange perspectives, and learn from one another.

Capabilities of AI in social studies education

As artificial intelligence continues to evolve, its potential applications in social studies education are becoming increasingly apparent. In elementary settings, AI-powered educational tools can provide personalized learning experiences tailored to each student’s needs and interests. For example, AI-driven adaptive learning platforms can assess students’ knowledge and skills, identify areas for improvement, and recommend targeted activities and resources to support their learning journey.

In secondary settings, AI can enhance historical research and analysis by automating tasks such as data collection, text analysis, and pattern recognition. Natural language processing (NLP) algorithms can help students analyze primary sources, extract key information, and generate summaries or interpretations. AI-powered virtual assistants can also provide instant feedback, answer questions, and facilitate interactive discussions, enabling students to engage more deeply with course content and develop higher-order thinking skills.

To implement AI in social studies education, educators can incorporate AI-driven tools into research projects, inquiry-based learning activities, and historical simulations. For example, students can use AI-powered research tools to explore historical topics in depth, analyze primary sources, and develop their own interpretations of historical events. Additionally, educators can use AI-driven assessment tools to evaluate students’ historical thinking skills, such as sourcing, contextualization, and corroboration.

However, despite the potential benefits of AI in social studies education, educators may encounter challenges related to digital literacy and ethical considerations. Educators must ensure that students understand how AI technologies work, including their limitations and potential biases. Additionally, educators must address ethical concerns related to AI, such as algorithmic bias, data privacy, and the impact of automation on historical research and analysis.

Implications for educators

Incorporating digital tools and AI into social studies instruction requires thoughtful planning, professional development, and ongoing support for educators. Teachers must be equipped with the necessary knowledge and skills to effectively integrate technology into their teaching practices, select appropriate digital resources, and assess their impact on student learning. Professional development opportunities, peer collaboration, and access to technical support can help educators navigate the complexities of digital integration and maximize the potential of technology-enhanced instruction.

Digital tools and artificial intelligence offer unprecedented opportunities to enrich social studies education, engage students in meaningful learning experiences, and prepare them for active citizenship in a global society. By harnessing the power of technology, educators can inspire curiosity, cultivate critical thinking skills, and foster a deeper appreciation for the complexities of the past and present.

As we continue to embrace the digital revolution, it is essential to recognize the transformative potential of digital tools and AI in shaping the future of social studies education. With thoughtful implementation and ongoing support, educators can leverage these tools to create dynamic and engaging learning environments that empower students to become critical thinkers, informed citizens, and lifelong learners.

Timothy Montalvo, Iona University

Timothy Montalvo is an educator passionate about leveraging technology to enhance student learning outcomes. With over a decade of experience in social studies education, he is dedicated to preparing students for active citizenship in the digital age. He currently serves as a Middle School Assistant Principal in Westchester, NY and an adjunct professor of education at Iona University in New York. He can be reached on Twitter/X @MrMontalvoEDU.
 

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Google and MIT RAISE (Responsible AI for Social Empowerment and Education) have announced a no-cost Generative AI for Educators Course designed to help middle and high school teachers use generative AI tools to personalize instruction to meet student needs, develop creative lessons and activities, and save time on administrative tasks.

The course is online, two-hours, and self-paced—with no previous experience required. Teachers who complete the course will earn a certificate that can be presented to their district for professional development (PD) credit.

The course combines Google and MIT RAISE’s technological expertise and shared commitment to promoting useful and responsible AI education.

According to a recent report, the majority of teachers agree that the future of education will include AI, but most teachers do not feel confident using AI tools and 80 percent of teachers want AI-specific professional development resources. To make AI training more accessible, the AI for Educators course is built for teachers across disciplines and provides hands-on practice to gain experience that can be applied through a number of generative AI tools. The course’s modules include how to use generative AI tools to modify content for different reading levels, structure activities to students’ interests, and accelerate everyday tasks like writing emails and creative assessments. Teachers will also learn how to input their specific lesson plans into generative AI tools to get ideas for grade-level appropriate exit activities.

Additionally, the course will give teachers a foundational understanding of AI, including what it is, the opportunities and limitations of the technology, and how to use it responsibly. Each of the course’s five modules are 40 minutes or less, allowing teachers to complete them during the standard professional learning or planning period.

“Google wants to ensure every educator can take advantage of the opportunities created by AI. AI tools can help teachers easily adapt lessons and materials to different learning styles and levels, and allow them to be more efficient at everyday administrative tasks. This gives educators time back to invest in themselves and their students,” said Lisa Gevelber, founder of Grow with Google. “We’re proud to collaborate with MIT RAISE on the Generative AI for Educators course to help teachers invest in their professional development, use AI to work more efficiently, and unlock new levels of innovation in the classroom.”

“MIT RAISE believes knowledge of generative AI is a key factor in creating a more equitable future for education,” said Cynthia Breazeal, director of MIT RAISE. “We’re thrilled to collaborate with Google to offer the Generative AI for Educators Course – providing middle and high school teachers with no-cost AI training. This course empowers educators to confidently integrate AI into their teaching, creating richer and more accessible learning experiences for all students.”

School districts across the country will offer the Generative AI for Educators course, including California’s Anaheim Union High School District, Florida’s Miami-Dade County Public Schools, Illinois’ Chicago Public Schools, New Mexico’s Albuquerque Public Schools, Oklahoma’s Glenpool Public Schools, and Wisconsin’s Sun Prairie Area School District.

“We are excited to be a part of this partnership with Google to equip our middle and high school teachers with transformative Generative AI professional learning courses. This responds to the need for continuous innovation in our school district,” said Jose L. Dotres, superintendent of Schools in Miami-Dade County Public Schools. “By empowering educators with the latest advancements in AI, we’re not only uplifting their professional practices, but also giving them evolving tools to enhance the ever-changing landscape of teaching and learning.”

“The Google Generative AI for Educators opportunity for teachers will help put our educators on the front lines of generative AI opportunities for our 27,000 students,” said Michael Matsuda, superintendent of the Anaheim Union High School District. “In a rapidly evolving world, our teachers cannot afford to fall behind in accessing powerful generative tools that will help them develop new approaches to teaching and learning.”

“Google and MIT’s Generative AI for Educators course marks a transformative moment for Oklahoma’s education. Having navigated the educational system as a dyslexic student and parent, I recognize the critical need for personalized learning,” said Nellie Tayloe Sanders, Oklahoma’s Secretary of Education. “This initiative equips educators to unlock each student’s potential, tailoring learning experiences to their unique minds. It’s a step towards a future where education mirrors the individuality of a fingerprint, empowering students to shape tomorrow with
their ingenuity.”

This press release originally appeared online.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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Educators believe the biggest obstacles to student success in school are tied to challenges outside the classroom, including mental health and behavior issues, according to a new report from McGraw Hill.

While some educators worry that technology and artificial intelligence (AI) might have a negative effect in these areas, many see the positive impact of AI on students’ ability to learn in their preferred languages, improved grades and career readiness.

The McGraw Hill Global Education Insights Report: Learning Outcomes & the Digital Classroom, conducted in February 2024 by Morning Consult on behalf of McGraw Hill, surveyed the opinions of over 1,000 K-12 and higher-ed educators in 19 countries, including the U.S., Canada, and in northern Europe, Latin America, Asia and the Middle East.

Fifty-seven percent of educators ranked challenges outside the classroom, such as issues at home and insufficient family support, as the largest obstacle to student success. Barriers such as student behavioral and mental health struggles and students not having the foundational skills and knowledge to succeed at their grade level were also ranked near the top of the list. On AI in the classroom, educators said they are most concerned that it will negatively impact students’ social skills, critical thinking, academic integrity, creativity, and memory retention.

“We must do all we can to ensure educators around the world feel supported at every level, so they can help students overcome these obstacles and succeed,” said Simon Allen, McGraw Hill CEO. “It’s understandable that educators would feel anxiety and uncertainty about the effects emerging technologies and AI have on their students. So it’s important that we look for opportunities where it can dispel this anxiety, where technology can save educators time and facilitate student-teacher engagement.”

Forty-one percent of educators across all six regions believe AI has had a mostly positive impact on educational outcomes, compared to 19 percent who believe its impact has been mostly negative.

The top two benefits of AI that educators believe will have a positive impact on education are: reducing time spent by them on administrative tasks (65 percent) and the ability to personalize learning experiences of each student (63 percent).

However, educators also identified areas of concern around the use of AI, including negative effects on academic integrity (32 percent), critical thinking (31 percent), memory retention (30 percent), and social skills and relationships (29 percent).

Among U.S. higher-ed educators (the group that perceived AI most negatively), the areas in which the perceived negative impact was most strong were academic integrity (68 percent), critical thinking (62 percent) and “social skills/relationship” (58 percent).

More findings include:

• Thirty-two percent of educators are already using GenAI, which increases to 63 percent when including those who have either used or are expecting to use it in the next year. Eighty percent have either already used GenAI or are expecting to use it at some point in the future.
• Forty-eight percent of educators say they would mostly or completely trust the accuracy of information students get from GenAI chatbots and 48 percent say they only slightly trust it or not trust it at all, showing a dramatic split in sentiment.
• “High costs of purchasing the technology” (47 percent), “lack of time to implement and train educators on how to use the technology effectively” (38 percent), and “data privacy concerns” (34 percent) were cited as the biggest barriers to technology implementation. K-12 educators are consistently more likely than higher education instructors to say their school lacks adequate funding for technology.
• Seventy-two percent believe that their school needs to provide more guidance on the use of emerging technology.

Educators globally call for increasing funding for education

When asked to rank their biggest priorities for policymakers and school leaders to address to improve student success, 49 percent of those surveyed chose increasing funding for education. In the U.S., Canada and northern Europe, educators prioritized increasing teacher pay as a key topic for policy makers to address, while in Latin America, the Middle East and Asia nearly half of educators prioritized better training and support.

Asked what policymakers and government leaders should focus on when it comes to the implementation of technology in the classroom, educators globally prioritized protecting student and school data (48 percent) as well as establishing safeguards around plagiarism and cheating (47 percent).

“As education leaders in government, at institutions and in our industry look to build solutions that will help students around the world succeed going forward, it’s important that we listen to those individuals who are working with students every day and do all we can to help support and empower them,” Allen said.

This press release originally appeared online.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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A new commission comprising policymakers, education leaders, business leaders, and education stakeholders from 16 states is tackling AI’s role in education from kindergarten through postsecondary programs, focusing on AI skill readiness and policy development.

The Southern Regional Education Board (SREB) Commission on Artificial Intelligence in Education is chaired by South Carolina Gov. Henry McMaster and is co-chaired by Brad D. Smith, president of Marshall University (WV) and former Intuit CEO.

The commission will review research and industry data and hear from education experts as it develops recommendations for southern states around using AI in teaching and learning, developing AI-related policies, and preparing students for careers in AI.

Top of mind for commission members after the group’s initial meeting was how to ensure AI is thoughtfully infused in K-12 and postsecondary curricula in a manner that equips students for success in a workforce that will demand AI skills and know-how for jobs that largely do not yet exist.

“This isn’t the age of Rosie the Robot taking over jobs–there will be jobs. The question is, are we going to have people equipped to fill those jobs?” said SREB President Dr. Stephen Pruitt during a conference to discuss the group’s first meeting.

The commission’s first meeting generated discussions about what, exactly, AI looks like at different levels of education and how to integrate it in useful and actionable ways for students, educators, and stakeholders.

“We have a blueprint of what it looks like to implement this technology into different fields of education and what types of relationships that creates with the workforce. We have a plan and we’re ready to progress that plan,” said Calvin McNeil, an Advanced Placement computer science instructor with the University of Florida.

Bringing in industry members is a critical part of the commission’s success in outlining what AI skill proficiency looks like at the K-12 and postsecondary levels.

“One of the great things, from education and the legislative side, is having the active involvement of industries and knowing what they’re looking for, so we can get back to schools and know what needs to be taught,” said Charles Appleby, senior advisor to the Coordinating Council for Workforce Development with the South Carolina Department of Employment and Workforce.

Ultimately, the group’s common goal is to ensure students aren’t lagging behind a rapidly evolving workforce that is increasingly centered around AI knowledge.

“Everyone here, from diverse perspectives, recognizes the importance and the critical nature of this technology. Our charge is to balance risks and opportunities in the education space,” said Sen. Katie Fry Hester of Maryland. “In thinking about education, you can use AI to tailor education to individual students, to improve mundane tasks, and to look at large data sets and identify trends. But we want to do all that in a really careful way and make sure the AI we’re using is fair and unbiased. We want to make sure student data stays safe. We want to ensure that with our teachers’ jobs, that the AI enhances, rather than replaces, the role of teachers. I think this is the right group to do that.”

“We’re really preparing our institutions to prepare people for a world that’s changed. They say about 60 percent of our jobs will be impacted by AI. Well, how do we use that technology to better prepare students for a world that will be very different from the world we’re currently in?” said Jim Purcell, executive director of the Alabama Commission on Higher Education.

“We’re bringing together industry, students, and parents, and we’re going to take advantage of what AI offers, which is a unique tool we can use to improve skillsets for the work environment. Students end up in a position where they can meet the needs of the job market,” said Stanton Greenawalt, professor of Cybersecurity at Horry-Georgetown Technical College in South Carolina.

Ensuring all students have access to AI skill development will play an important role in equity and access if AI skill frameworks reach students across all trajectories, particularly because education is key to economic mobility.

“In Florida, we’ve developed frameworks for learning standards going through our CTE division. In this division, students are learning high-level concepts, allowing them to become employable as we talk about this new Industrial Revolution 4.0, where there are jobs that haven’t been created yet,” said Nancy Ruzycki, an instructional associate professor and director of Undergraduate Laboratories at the University of Florida. “So, what skills do they need to learn, and how do we help them prepare? Helping people get into the AI pipeline provides equity and access for all students.”

Find a complete list of commission members here.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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As the 2023-2024 school year comes to an end, K-12 teachers in the U.S. are widely experiencing strain at work, with 35 percent of U.S. educators reporting burnout on most days, leading to absenteeism and a decline in instructional quality as consequences. 

That’s according to new data from Canva, a visual communication platform offering free tech tools for the classroom. The report investigates what is causing teacher burnout, how it impacts their work, and whether technology like AI is emerging as a helpful resource. 

When it comes to burnout, the findings indicate that most teachers experience it, and it often inhibits them from thriving at work:

K-12 teachers experiencing burnout aren’t alone: 

• Nearly all (83 percent) teachers experience burnout at least some days, with 35 percent experiencing burnout daily or most days. 
• Primary drivers include strenuous classroom and student management responsibilities (46 percent), lack of administrative support (42 percent), low compensation (38 percent), and the need to work outside of school hours (37 percent).
• Sixty-six percent of teachers report working beyond contractual hours, with 24 percent clocking an additional three hours daily.

Burnout can have a dire impact on the classroom experience:

• Teacher burnout can lead to heightened absenteeism, with 55 percent of teachers missing school days.
• Fifty-three percent also agree that it has caused them to feel overwhelmed by their responsibilities, and 45 percent have less patience with students.
• An additional 34 percent have lost interest in their job and decreased the quality of their instruction. 

Burnout sets in early in the year and impacts teachers’ feelings about the profession overall:

• Thirty-five percent of teachers felt burnout within the first two months of the most recent school year.
• Regardless of age or generation, 57 percent have considered quitting or switching schools due to burnout.

When it comes to reducing the strain, teachers cited receiving higher salaries (61 percent) and maintaining a healthier work-life balance (44 percent) as things that would help. Technology alone is not a solution, but many teachers are open to AI as a solution to address some of their pain points and support their work: 

There’s a strong correlation between educator AI use and job satisfaction: 

• Forty-six percent of satisfied teachers use AI, as opposed to only 26 percent of unsatisfied teachers.
• During this past school year, 42 percent of K-12 teachers used AI in the classroom.

AI can improve the education experience:

• Among those using AI, 92 percent found it helpful in addressing teaching pain points. Sixty percent agreed AI could improve work efficiency and 58 percent attested that AI helped alleviate burnout 
• AI has also helped promote more creativity and visual communication in the classroom. Fifty-one percent use AI to create and supplement classroom materials, 38 percent use AI to spark students’ imagination and creativity, and 37 percent use it to improve the visual elements of their work

Those who haven’t tried AI yet are optimistic about its potential:

• Over half (56 percent) of teachers who haven’t tried AI believe it can help reduce burnout, with a pronounced belief among Gen Z and Millennial teachers (63 percent) and teachers with less than five years of experience (75 percent). 
• Among those who haven’t adopted the technology, 68 percent are likely to try AI for curriculum and planning, with kindergarten and elementary teachers most likely (72 percent). 

“We often hear from our teacher communities about needing to achieve more with less. Teaching stress is complex and can’t be solved with any one tool. Still, it’s encouraging to see that teachers benefit from AI in alleviating their workloads, saving time, and unlocking their creativity,” said Carly Daff, Head of Teams and Education at Canva.

This press release originally appeared online.

Laura Ascione is the Editorial Director at eSchool Media. She is a graduate of the University of Maryland’s prestigious Philip Merrill College of Journalism.

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