State AI Guidance in K-12 Education
Authors: Yerin Seung; info@ciddl.org
CIDDL’s latest recorded webinar highlights state-level artificial intelligence (AI) guidance in K-12 education. As artificial intelligence has been evolving quickly and there has been growing interest in integrating AI in educational settings, there is a necessity for clear guidance around AI use in K-12 settings. The session offered valuable information on how different states are approaching AI integration in K-12 education. This webinar was presented by Yerin Seung, a doctoral student at the University of Kansas; Dr. James Basham, a professor of special education at the University of Kansas; and Dr. Angelica Fulchini-Scruggs, a research associate at the University of Kansas and an operations director of the CIDDL center.
[embedyt] https://www.youtube.com/watch?v=HrmXGgrjua8[/embedyt]
Why AI State Guidance Matters
The CIDDL team opened the webinar by explaining the growing urgency for clear and actionable guidance around AI use in K-12 settings. With technologies evolving faster than policy can often keep up, state-level guidance helps ensure that schools implement AI in ways that support—not hinder—all learners. CIDDL reviewed AI guidance documents from across the United States to identify common themes to help educators and decision-makers navigate the evolving AI landscape. We used specific criteria to identify 22 states that had released official, K-12 focused documents from state education agencies or endorsed leadership. Notably, four additional states released AI documents that did not meet the CIDDL Center's strict criteria for inclusion.
For more information regarding the criteria and map of the 22 states with official AI guidance and outlines key themes, please check out the downloadable PDF of CIDDL’s work. Access the downloadable document here: https://ciddl.org/emergent-themes-of-ai-guidance-in-k12-education/
Eight Themes Shaping AI Guidance Nationwide
CIDDL identified eight themes that reflect shared priorities and concerns across states. One theme was the potential of AI to support personalized learning for all students, including those with disabilities. States also recognized the benefits of AI, including the possibilities to enhance efficiency and develop future-ready skills. AI also has the potential to enhance accessibility for all students, including those with disabilities, via text-to-speech and translation tools. At the same time, they acknowledged the risks of AI, such as algorithmic bias, inaccuracy, and overreliance on AI. The theme of ethical use emphasized the importance of safeguarding student data and keeping humans in the loop. Equal access to AI for all students and the potential of AI to provide equal access to education for students with disabilities emerged as another theme. The need for human training—preparing educators and students to effectively and responsibly engage with AI—was frequently mentioned, alongside a focus on developing AI literacy. Finally, policy development was highlighted as essential, with many states encouraging the creation of structured AI policies at the classroom, school, and district levels.
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