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As generative AI continues to gain momentum in education each year, both its adoption and the attitudes toward its use have steadily grown more positive, according to a new report from Quizlet.

The How America Learns report explores U.S. student, teacher, and parent perspectives on AI implementation, digital learning and engagement, and success beyond the classroom.

“At Quizlet, we’ve spent nearly two decades putting students at the center of everything we do,” said Quizlet CEO Kurt Beidler. “We fielded this research to better understand the evolving study habits of today’s students and ensure we’re building tools that not only help our tens of millions of monthly learners succeed, but also reflect what they truly need from their learning experience.”

AI becomes ubiquitous in education
As generative AI solutions gain traction in education year over year, adoption and attitudes towards the technology have increased and improved. Quizlet’s survey found that 85 percent of respondents–including high school and college teachers, as well as students aged 14-22–said they used AI technology, a significant increase from 66 percent in 2024. Of those respondents using AI, teachers now outpace students in AI adoption (87 percent vs 84 percent), compared to 2024 findings when students slightly outpaced teachers.

Among the 89 percent of all students who say they use AI technology for school (up from 77 percent in 2024), the top three use cases are summarizing or synthesizing information (56%), research (46 percent), and generating study guides or materials (45 percent). The top uses of AI technology among teachers remained the same but saw significant growth YoY: research (54 percent vs. 33 percent), summarizing or synthesizing information (48 percent vs. 30 percent), and generating classroom materials like tests and assignments (45 percent vs. 31 percent).

While the emergence of AI has presented new challenges related to academic integrity, 40 percent of respondents believe that AI is used ethically and effectively in the classroom. However, students are significantly less likely to feel this way (29 percent) compared to parents (46 percent) and teachers (57 percent), signaling a continued need for education and guidelines on responsible use of AI technology for learning.

“Like any new technology, AI brings incredible opportunities, but also a responsibility to use it thoughtfully,” said Maureen Lamb, AI Task Force Chair and Language Department Chair at Miss Porter’s School. “As adoption in education grows, we need clear guidelines that help mitigate risk and unlock the full potential of AI.  Everyone–students, educators, and parents–has a role to play in understanding not just how to use AI, but when and why it should be used.”

Digital learning demands growth while equity gap persists
Just as AI is becoming a staple in education, survey results also found that digital learning is growing in popularity, with 64 percent of respondents expressing that digital learning methods should be equal or greater than traditional education methods, especially teachers (71 percent).

Respondents indicated that flexibility (56 percent), personalized learning (53 percent), and accessibility (49 percent) were the most beneficial aspects of digital learning. And with 77 percent of students making sacrifices, including loss of sleep, personal time, and missed extracurriculars due to homework, digital learning offers a promising path toward a more accommodating approach. 

While the majority of respondents agreed on the importance and benefits of digital learning, results also pointed to a disparity in access to these tools. Despite nearly half (49 percent) of respondents agreeing that all students in their community have equal access to learning materials, technology, and support to succeed academically, that percentage drops to 43 percent for respondents with diagnosed or self-identified learning differences, neurodivergent traits, or accessibility needs.

Maximizing success for academic and real-world learning
While discussion around AI and education has largely focused on use cases for academic learning, the report also uncovered an opportunity for greater support to help drive success beyond the classroom and provide needed resources for real-world learning.

Nearly 60 percent of respondents believe a four-year college degree is of high importance for achieving professional success (58 percent). However, more than one-third of students, teachers, and parents surveyed believe schools are not adequately preparing students for success beyond the classroom.

“As we drive the next era of AI-powered learning, it’s our mission to give every student and lifelong learner the tools and confidence to succeed, no matter their motivation or what they’re striving to achieve,” said Beidler. “As we’ve seen in the data, there’s immense opportunity when it comes to career-connected learning, from life skills development to improving job readiness, that goes well beyond the classroom and addresses what we’re hearing from students and teachers alike.”

The top five skills respondents indicated should be prioritized more in schools are critical thinking and problem solving (66 percent), financial literacy (64 percent), mental health management (58 percent), leadership skills (52 percent), and creativity and innovation (50 percent).

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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A new collaborative report from the National School Public Relations Association (NSPRA) and engagement platform ThoughtExchange reveals a swift rise in the use of AI in K-12 communication and provides guidance for its effective, ethical use in public schools.

Future-Proofing K-12 Communications: School PR Strategies in the Age of AI draws on insights from 200 school communication professionals across 37 states. The findings illustrate how AI is enhancing day-to-day work and underscore the importance of thoughtful policies, staff training and transparency around its use.

As the technology becomes more embedded in daily practice, the report emphasizes the importance of balancing innovation with intention.

“School communicators have always been adaptable and forward-thinking, and it’s no surprise many have been on the leading edge of exploring how AI can support their work,” said Barbara M. Hunter, APR, executive director of NSPRA. “But while AI offers exciting potential, it cannot replace the strategy, relationships and human voice that define effective school PR. As technology evolves, what matters most is using AI in ways that reflect ethics, transparency and a clear understanding of the role human judgment still plays.”

Key findings from the report note that:

• 91 percent of respondents are already using AI tools in their communications work
• 69 percent report that their districts do not have a formal policy on employee AI use
• 61 percent say they do not disclose their use of AI in official communications

The report shows how communicators are using AI to streamline processes, improve accessibility and respond quickly in time-sensitive situations. While many report increased efficiency and clarity, concerns remain around data privacy, misinformation and overreliance on automation.

“At ThoughtExchange, we believe AI is becoming an indispensable ally for school district communications professionals–amplifying their reach, insight and responsiveness,” said George Psiharis, CEO of ThoughtExchange. “However, the authenticity of human connection remains at the heart of trust and understanding. Our research shows that when school districts deeply listen to their communities, they not only elevate engagement, they drive better, more aligned policy outcomes that reflect the true needs of those they serve.”

What district leaders can do now

To support responsible AI use, the report outlines four key recommendations for school systems:

1. Enhance AI education and awareness
2. Accelerate policy timelines to match technology’s pace
3. Expand AI policy scope from its current student focus to include employees
4. Shift from urgency-driven to proactive policy formation

These recommendations are paired with practical tips to help districts bridge the gap between emerging technologies and the people using them to support students, staff and families. The guidance reinforces that AI is most effective when paired with human oversight and communication rooted in trust.

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Not surprisingly, jobs in AI are the fastest growing of any in the country, with a 59 percent increase in job postings between January 2024 and November 2024. Yet we continue to struggle with growing a workforce that is proficient in STEM. 

To fill the AI talent pipeline, we need to interest kids in STEM early, particularly in math, which is critical to AI. But that’s proven difficult. One reason is that math is a stumbling block. Whether because of math anxiety, attitudes they’ve absorbed from the community, inadequate curricular materials, or traditional teaching methods, U.S. students either avoid or are not proficient in math.  

A recent Gallup report on Math Matters reveals that the U.S. public greatly values math but also experiences significant gaps in learning and confidence, finding that: 

• 95 percent of U.S. adults say that math is very or somewhat important in their work life 
• 43 percent of U.S. adults wish they had learned more math skills in middle or high school. 
•  24 percent of U.S. adults say that math makes them feel confused  

Yet this need not be the case. Creative instruction in math can change the equation, and it is available now. The following three examples from respected researchers in STEM education demonstrate this fact. 

The first is a recently published book by Susan Jo Russell and Deborah Schifter, Interweaving Equitable Participation and Deep Mathematics. The book provides practical tools and a fresh vision to help educators create math classrooms where all students can thrive. It tackles a critical challenge: How do teachers ensure that all students engage deeply with rigorous mathematics? The authors pose and successfully answer key questions: What does a mathematical community look like in an elementary classroom? How do teachers engage young mathematicians in deep and challenging mathematical content? How do we ensure that every student contributes their voice to this community? 

Through classroom videos, teacher reflections, and clear instructional frameworks, Russell and Schifter bring readers inside real elementary classrooms where all students’ ideas and voices matter. They provide vivid examples, insightful commentary, and ready-to-use resources for teachers, coaches, and school leaders working to make math a subject where every student sees themselves as capable and connected. 

Next is a set of projects devoted to early algebra. Significantly, research shows that how well students perform in Algebra 2 is a leading indicator of whether they’ll get into college, graduate from college, or become a top income earner. But introducing algebra in middle school, as is the common practice, is too late, according to researchers Maria Blanton and Angela Gardiner of TERC, a STEM education research nonprofit. Instead, learning algebra must begin in K-5, they believe. 

Students would be introduced to algebraic concepts rather than algebra itself, becoming familiar with ways of thinking using pattern and structure. For example, when students understand that whenever they add two odd numbers together, they get an even number, they’re recognizing important mathematical relationships that are critical to algebra. 

Blanton and Gardiner, along with colleagues at Tufts University, University of Wisconsin Madison, University of Texas at Austin, Merrimack College, and City College of New York, have already demonstrated the success of an early algebra approach through Project LEAP, the first early algebra curriculum of its kind for grades K–5, funded in part by the National Science Foundation.  

If students haven’t been introduced to algebra early on, the ramp-up from arithmetic to algebra can be uniquely difficult. TERC researcher Jennifer Knudsen told me that elementary to middle school is an important time for students’ mathematical growth. 

Knudsen’s project, MPACT, the third example of creative math teaching, engages middle school students in 3D making with everything from quick-dry clay and cardboard to digital tools for 3D modeling and printing. The project gets students involved in designing objects, helping them develop understanding of important mathematical topics in addition to spatial reasoning and computational thinking skills closely related to math. Students learn concepts and solve problems with real objects they can hold in their hands, not just with words and diagrams on paper.  

So far, the evidence is encouraging: A two-year study shows that 4th–5th graders demonstrated significant learning gains on an assessment of math, computational thinking, and spatial reasoning. These creative design-and-making units are free and ready to download. 

Math is critical for success in STEM and AI, yet too many kids either avoid or do not succeed in it. Well-researched interventions in grade school and middle school can go a long way toward teaching essential math skills. Curricula for creating a math community for deep learning, as well as projects for Early Algebra and MPACT, have shown success and are readily available for school systems to use.

We owe it to our students to take creative approaches to math so they can prepare for future AI and STEM professions. We owe it to ourselves to help develop a skilled STEM and AI workforce, which the nation needs to stay competitive. 

Dr. Nadine Bonda, TERC

Dr. Nadine Bonda has worked in education for over 40 years, holding positions of Superintendent, Assistant Superintendent, Principal, Mathematics Department Chair, Mathematics Teacher, and Head of a school for students with dyslexia and language processing problems. Most recently she was an Assistant Professor at American International College. Dr. Bonda holds a PhD in Curriculum and Instruction from the University of British Columbia, a C.A.G.S. in Leadership from Boston University, an MEd in Mathematics from Boston University, and a BA in Mathematics from Regis College. She is chairman of the board of directors at TERC.

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In education, we often talk about “meeting the moment.” Our current moment presents us with both a challenge and an opportunity: How can we best prepare and support our teachers as they navigate increasingly complex classrooms while also dealing with unprecedented burnout and shortages within the profession?

One answer could lie in the thoughtful integration of artificial intelligence to help share feedback with educators during training. Timely, actionable feedback can support teacher development and self-efficacy, which is an educator’s belief that they will make a positive impact on student learning. Research shows that self-efficacy, in turn, reduces burnout, increases job satisfaction, and supports student achievement. 

As someone who has spent nearly two decades supporting new teachers, I’ve witnessed firsthand how practical feedback delivered quickly and efficiently can transform teaching practice, improve self-efficacy, and support teacher retention and student learning.

AI gives us the chance to deliver this feedback faster and at scale.

A crisis demanding new solutions

Teacher shortages continue to reach critical levels across the country, with burnout cited as a primary factor. A recent University of Missouri study found that 78 percent of public school teachers have considered quitting their profession since the pandemic. 

Many educators feel overwhelmed and under-supported, particularly in their formative years. This crisis demands innovative solutions that address both the quality and sustainability of teaching careers.

What’s often missing in teacher development and training programs is the same element that drives improvement in other high-performance fields: immediate, data-driven feedback. While surgeons review recordings of procedures and athletes get to analyze game footage, teachers often receive subjective observations weeks after teaching a lesson, if they receive feedback at all. Giving teachers the ability to efficiently reflect on AI-generated feedback–instead of examining hours of footage–will save time and potentially help reduce burnout.

The transformative potential of AI-enhanced feedback

Recently, Relay Graduate School of Education completed a pilot program with TeachFX using AI-powered feedback tools that showed remarkable promise for our teacher prep work. Our cohort of first- and second-year teachers more than doubled student response opportunities, improved their use of wait time, and asked more open-ended questions. Relay also gained access to objective data on student and teacher talk time, which enhanced our faculty’s coaching sessions.

Program participants described the experience as “transformative,” and most importantly, they found the tools both accessible and effective.

Here are four ways AI can support teacher preparation through effective feedback:

1. Improving student engagement through real-time feedback

Research reveals that teachers typically dominate classroom discourse, speaking for 70-80 percent of class time. This imbalance leaves little room for student voices and engagement. AI tools can track metrics such as student-versus-teacher talk time in real time, helping educators identify patterns and adjust their instruction to create more interactive, student-centered classrooms.

One participant in the TeachFX pilot said, “I was surprised to learn that I engage my students more than I thought. The data helped me build on what was working and identify opportunities for deeper student discourse.”

2. Freeing up faculty to focus on high-impact coaching

AI can generate detailed transcripts and visualize classroom interactions, allowing teachers to reflect independently on their practice. This continuous feedback loop accelerates growth without adding to workloads.

For faculty, the impact is equally powerful. In our recent pilot with TeachFX, grading time on formative observation assignments dropped by 60 percent, saving up to 30 hours per term. This reclaimed time was redirected to what matters most: meaningful mentoring and modeling of best practices with aspiring teachers.

With AI handling routine analysis, faculty could consider full class sessions rather than brief segments, identifying strategic moments throughout lessons for targeted coaching. 

The human touch remains essential, but AI amplifies its reach and impact.

3. Scaling high-quality feedback across programs

What began as a small experiment has grown to include nearly 800 aspiring teachers. This scalability can more quickly reduce equity issues in teacher preparation.

Whether a teaching candidate is placed in a rural school or urban district, AI can ensure consistent access to meaningful, personalized feedback. This scalable approach helps reduce the geographic disparities that often plague teacher development programs.

Although AI output must be checked so that any potential biases that come through from the underlying datasets can be removed, AI tools also show promise for reducing bias when used thoughtfully. For example, AI can provide concrete analysis of classroom dynamics based on observable actions such as talk time, wait time, and types of questions asked. While human review and interpretation remains essential–to spot check for AI hallucinations or other inaccuracies and interpret patterns in context–purpose-built tools with appropriate guardrails can help deliver more equitable support.

4. Helping teachers recognize and build on their strengths

Harvard researchers found that while AI tools excel at using supportive language to appreciate classroom projects–and recognize the work that goes into each project–students who self-reported high levels of stress or low levels of enjoyment said the feedback was often unhelpful or insensitive. We must be thoughtful and intentional about the AI-powered feedback we share with students.

AI can also help teachers see what they themselves are doing well, which is something many educators struggle with. This strength-based approach builds confidence and resilience. As one TeachFX pilot participant noted, “I was surprised at the focus on my strengths as well and how to improve on them. I think it did a good job of getting good details on my conversation and the intent behind it. ”

I often tell new teachers: “You’ll never see me teach a perfect lesson because perfect lessons don’t exist. I strive to improve each time I teach, and those incremental gains add up for students.” AI helps teachers embrace this growth mindset by making improvement tangible and achievable.

The moment is now

The current teacher shortage is a crisis, but it’s also an opportunity to reimagine how we support teachers.

Every student deserves a teacher who knows how to meaningfully engage them. And every teacher deserves timely, actionable feedback.  The moment to shape AI’s role in teacher preparation is now. Let’s leverage these tools to help develop confident, effective teachers who will inspire the next generation of learners.

Dr. Alice Waldron, Relay Graduate School of Education

Dr. Alice Waldron leads Relay’s collective efforts to accelerate progress toward our mission and vision through meaningful innovation. With a focus on impact, values, and financial sustainability, she creates and leads processes to test and scale innovation initiatives to meet the evolving needs of schools and educators. Prior to this role, Dr. Waldron was the founding Dean of Relay’s Online Campus as well as Relay’s national Dean of Clinical Experience.

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Texas school districts are heading into a transformative year. With new state legislation and continued funding initiatives shaping everything from device usage to mental health infrastructure, K-12 leaders across the state are facing an evolving set of responsibilities. The 2025-26 school year won’t just be about keeping up – it’ll be about planning ahead, building compliance into every layer of operations, and keeping students safe, supported, and connected in line with Texas school policy.

Whether you’re part of a large urban district or a smaller suburban system, Texas’s latest policy changes are designed to impact how schools manage technology, protect student data, and deliver equitable support services. For district leaders, the key will be balancing compliance with practicality, and finding ways to implement new policies in a manner that’s both scalable and student-first.

What’s Changing for Texas School Policy in 2025-26?

Cell Phone Bans: HB 1481 (2025)
This newly enacted law prohibits student cell phone use during the school day. Districts must establish secure storage policies and outline exemptions for medical and special education needs. By Fall 2025, formal policies must be in place covering logistics, enforcement, and equity considerations. While there’s no direct funding tied to this mandate, general school safety allotments may help with infrastructure needs.

Student Data Privacy & Protection
Although no new legislation was introduced this year, expectations remain high. FERPA and COPPA still guide compliance, but districts are increasingly expected to go beyond minimums: auditing vendors, updating policies, and communicating clearly with families about data rights and protections. Transparency tools and internal audits help build trust and reduce risk.

Internet Safety & Cyberbullying
Cyberbullying continues to rise in middle and high school settings. Texas hasn’t enacted new 2025–26 laws, but districts are encouraged to revise student conduct codes, train staff, and incorporate digital citizenship lessons. Federal mental health and SchoolSafety.gov grants may support prevention programming and staff development.

Technology-Based School Safety: HB 2377 (Pending)
This bill proposes new grants for physical and mental health infrastructure through the Permanent School Fund. Meanwhile, the TEA School Safety Standards Formula Grant continues through April 2026, and the state’s $500M safety allotment boost doubles per-student funding. Districts should plan for compliance with TEA standards and emergency preparedness upgrades.

Mental Health Technology Services: SB 649 & HB 2377 (Pending)
These bills – SB 649 and HB 2377 – propose expanding safety funding to cover mental and behavioral health services, including telehealth and counseling. If passed, they will unlock multi-year funding streams for embedded support models and scalable wellness infrastructure. Federal School-Based Mental Health Services Grants of up to $3M per district may also apply.

Parental Rights & Technology Oversight
While not currently mandated, family engagement is becoming a key area of district focus. Tools like student activity dashboards, behavior alerts, and wellness reports help build trust and keep families informed. These tools also align well with broader school safety and mental health funding streams.

Download the 2025-26 School Readiness Guide

To help district and school leaders stay ahead of these shifts, we’ve created the 2025-26 School Readiness Guide: a national resource designed to help K-12 decision-makers align their practices with the latest legislation, safety mandates, and student wellness priorities.

The guide includes six key focus areas:

• Cell phone bans & digital distractions
• Student data privacy & vendor accountability
• Campus & physical safety
• Online safety & digital wellbeing
• Responsible AI readiness & usage
• Community-centered student support

Each section includes a clear checklist and action items to follow, making the guide easy to reference and implement.

You can download the guide for free here.

Further K-12 Guidance & Support is Just a Click Away

At Securly, we’re proud to support 1,540,155 students across 647 schools and districts in Texas. Our trusted Texas partners include Katy ISD, North East ISD, Klein ISD, Plano ISD, Round Rock ISD, San Antonio ISD, Ysleta ISD, Northwest ISD, Carrollton-Farmers Branch ISD, and Judson ISD, to name a few.

Whether you’re responding to new policy, evaluating your safety and wellness tools, or looking for expert support, our team is always here to support you along the way.

To learn more about Securly, visit our website.

For regularly updated Texas school policy information, bookmark the hub.

To discuss your school and its needs for 2025-26 with one of our experts, schedule a call.

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Forty-some years ago, students sat in straight rows with books, papers, and pencils neatly lined up on their desks. But beginning in the 1990s, educators faced very different classrooms as computers found their way into schools.

For most teachers, it felt daunting to figure out how to integrate new tools into curriculum requirements–and how to find the time to make it happen. To help this digital transformation then, I joined the South Dakota Department of Education to lead summer immersion teacher training on technology integration, traveling the state to help schools understand how to use new tools like video systems. I was one of many who helped educators overcome that initial learning curve–and now tools like computers are an integral part of the education system.

Let’s face it: The advent of new technologies can be overwhelming. Adjusting to them takes time. Now, with the coming of age of AI, teachers, administrators, students, and parents have endless questions and ideas on how it might positively or negatively influence education. I’ve seen it in my current role, in which I continue to empower educators and states to use modern technology to support student learning. And while concerns about AI are valid, there are many positive potential outcomes. For educators in particular, AI can be a huge value-add, automating certain administrative tasks, helping understand and predict student success and struggles, and even helping tailor instruction for individual students.

The upside is huge. As schools embark on their AI journeys, it’s important to remember that we’ve been here before–from the introduction of the internet in classrooms to the abrupt shift to e-learning at the outset of COVID-19. Superintendents, boards of education, and other education leaders can draw on important lessons from prior technological transformations to fully take advantage of this one.

Here are some rules of the road for navigating the integration of disruptive technologies:

1. Choose the right tools. The AI tool(s) you choose can have varying results. School districts should prioritize proven technologies with a track record in education. For students, this includes adaptive learning platforms or virtual tutors. Some of the best tools are those that are specifically designed by and for educators to expedite administrative tasks such as grading and lesson planning. Even more valuable is the ability to support education-specific issues such as identifying struggling students with early warning systems and using AI to provide projections for student futures.

2. Training is everything. With proper training, AI can be less intimidating. We don’t expect students to understand a new concept by reading a few paragraphs in a textbook, and we shouldn’t expect teachers to figure out how to best use AI on their own. President Trump’s recent executive order prioritizes the use of AI in discretionary grant programs for teacher training, which is an important step in the right direction.

3. Engage parents. Moms and dads may be concerned if they hear–without a deeper explanation–that a school board is rolling out an AI tool to help with teaching or administrative tasks in their children’s education. Keep an open line of communication with the guardians of students about how and why AI is being used. Point parents to resources to help them improve their own AI literacy. To a reasonable degree, invite feedback. This two-way communication helps build trust, allay fears and clarify any misconceptions, to the benefit of everyone involved, including, most importantly, the students.

4. Humans must be involved. The stakes are high. AI is not perfect. Administrators must ensure they and the educators using AI tools are double checking the work. In the parlance of responsible AI, this is known as having a “human in the loop,” and it’s especially important when the outcomes involve children’s futures. This important backstop instills confidence in the parents, students and educators.

5. Regularly evaluate if the tools are living up to expectations. The point of integrating AI into teachers’ and administrators’ workstreams is to lighten their load so they can spend more time and energy on students. Over time, AI models can decay and bias can be introduced, reducing the effectiveness of AI outputs. So, regular monitoring and evaluating is important. Educators and administrators should regularly check in to determine if the integration of AI is supporting their goals.

6. The learning curve may create more work at first–but the payoff is exponential. Early adoption is important. I worked with school districts that pushed off integrating digital technologies–ultimately, it put the educators behind their peers. AI can make a difference in educators’ lives by freeing them up from administrative burdens to focus on what really matters–the students.

This is the start of a journey–one that I believe is truly exciting! It’s not the first nor the last time educators adopt new technologies. Don’t let AI overwhelm or distract you from tried-and-true integration techniques. Yes, the technology is different–but educators are always adapting, and it will be the same with AI, to the benefit of educators and students.

Melody Schopp, SAS

Melody Schopp, PhD serves as the Director of Education Industry Consulting at the SAS Institute, supporting the Education Practice to empower education leaders and states to use analytics to improve student outcomes. Previously, following two decades of classroom experience, Schopp was a member of the South Dakota Department of Education and served in numerous director positions, including as Secretary of Education for seven years.

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