Generative AI Disruption in K-12 Education: Balancing Skepticism and Opportunity

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 4
  In Roundtable Session: Critical Perspectives on AI: Ethics, Equity, and Educational Futures

Abstract

The rapid emergence of generative AI tools like ChatGPT has disrupted educational structures, particularly within K–12 classrooms. This study conducts a qualitative systematic literature review to examine how stakeholders express skepticism and optimism regarding AI integration in education. Framed by critical theory and techno-optimism, we analyze peer-reviewed studies published between November 2022 and March 2024. Findings reveal a nuanced landscape. While concerns about ethics, bias, and readiness persist, optimism centers on AI’s potential to personalize learning and empower students. Rather than proposing simple adoption or rejection, we advocate for speculative pedagogies—critical, imaginative frameworks that position educators and students as co-designers of equitable, AI-enabled educational futures. This work contributes to rethinking AI’s role in schools.

Author

• Shruti Mehta, University of Pennsylvania