From K-12 AI Policies to the Classroom: Exploring Teachers' Perceptions of AI and State AI Policies (Poster 8)

• In Event: Artificial Intelligence, Gender, Race, Culture, and Environmental Justice in Education: An Intersectional Analysis of Bias, Equity, and Sustainability Globally

Abstract

Artificial Intelligence (AI) tools are rapidly transforming K-12 education, yet policies guiding their implementation remain inconsistent across states. While 33 U.S. states have introduced AI policies, gaps persist in addressing teacher preparedness, ethical concerns, and equitable access to AI resources. Additionally, teachers’ perspectives on AI integration remain underexplored, leaving uncertainties about its practical impact in classrooms.
This study examines state-level AI policies, including guidelines, strategic frameworks, and legislative measures, to identify key trends related to teacher professional development and student-centered AI education. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, qualitative interviews with middle and high school teachers further explore their perceptions, challenges, and experiences with AI integration.
Findings highlight three key issues: (1) Inconsistent Policy Development—many states acknowledge AI ethics but lack clear frameworks on bias, accessibility, and digital literacy; (2) Teacher Preparedness—most educators feel unprepared due to limited training and professional support; and (3) Technological Barriers—unequal access to AI tools and infrastructure hinders effective classroom implementation.
These findings underscore the urgent need for standardized AI policies, targeted teacher training, and equitable resource distribution to support AI integration in K-12 education. Addressing these gaps is essential for ensuring AI’s responsible and effective use in classrooms.

Authors

• Nicole King, University of Rhode Island

• Jialin Yan, University of Rochester