Generative artificial intelligence has rapidly entered higher education and K-12 settings, yet teacher candidates and faculty may have limited guidance for using AI professionally, ethically, and instructionally. Dr. Michelle Kelley and Dr. Taylar Wenzel identified gaps in AI literacy and in how teacher education programs prepare candidates for a dual role: using AI for their own professional practice while also learning how to guide K-12 students in responsible AI use. Their work addresses this challenge through professional inquiry, assignment redesign, transparent expectations for AI use, and discipline-specific approaches to AI literacy.
