Introduction
Just a few years ago, the idea that students could receive personalized tutoring and homework help via artificial intelligence would have seemed like something out of a science fiction movie. In just a short time, however, science fiction has become reality for many students across the country. AI-powered programs and services like Khan Academy’s Khanmigo are becoming increasingly popular and aim to redefine how education is delivered.
Artificial intelligence (AI) is “a branch of computer science that focuses on creating software capable of mimicking behaviors and processes we would consider ‘intelligent’ if exhibited by humans, including reasoning, learning, problem-solving, and exercising creativity.” Although the concept is not new, it grew rapidly in popularity following the release of ChatGPT in November 2022.
AI can be used for many different things, from summarizing complex information and translating documents to developing code or generating pictures and even songs. In the K–12 space, AI can be used to deliver personalized learning and tutoring, write lesson plans, create assessments, organize bus schedules, generate school newsletters, and much more.
Despite its potential to make the delivery of education more effective and efficient, the use of AI in schools raises several important questions. For example, how can political bias in AI outputs be addressed? How can school officials prevent cheating and other forms of academic misconduct? What can schools do to keep students from becoming too reliant on AI? How can school administrators ensure that students’ records and data are protected?
Recognizing the importance of the issue, the North Carolina Department of Public Instruction released a guidebook in January 2024 to provide direction on the use of AI in schools, making North Carolina just the fourth state to do so. Among other things, the guidebook advised districts to create “AI academic guidelines (or adapt current academic integrity/acceptable use policies to include generative AI).
More and more states are following North Carolina’s example. As of August 2025, more than half of state education departments have published AI guidance for K–12 education. So far, however, only Ohio has passed a law to require — rather than recommend — that all school districts adopt a policy on the use of AI in schools.
AI continues to change rapidly. Rather than jumping straight to regulation, state policymakers would be wise to proceed with caution, regulating only when necessary and being sure to give school districts maximum flexibility to decide for themselves whether and how to use AI in their schools.
Key Facts
- A presentation to the North Carolina State Board of Education in March 2024 covered the DPI guidebook’s recommendations and the need for districts to adopt their own policies on AI at the local level.
- In 2024, the North Carolina General Assembly allocated $3.2 million to two school districts for a pilot program that is meant to “integrate AI technology into existing cameras, video management systems, and alerting protocols” to promote school safety.
- In March 2025, North Carolina lawmakers introduced a bill that would have required the North Carolina State Board of Education to “adopt standards for age-appropriate instruction on artificial intelligence (AI) for kindergarten through grade 12.” The standards would have included the basics of how AI systems work, applications of AI, issues and concerns around AI-generated content, and instruction on how AI can be used responsibly. The bill stalled in committee.
- In April 2025, President Donald Trump issued an executive order with the goal of fostering “AI literacy and proficiency among Americans by promoting the appropriate integration of AI into education.”
- Other federal efforts to address the issue of AI in education include an extensive report and recommendations from the Office of Educational Technology and a Dear Colleague letter addressing the use of federal funding to improve student outcomes through AI.
- According to data from the U.S. Department of Education, as of December 2024, only about one-third of public schools (31 percent) reported having a written policy covering how students may use AI. Another 18 percent reported plans to create such a policy, while 30 percent reported having no policy and no plan to develop one, and 20 percent were unsure.
- Some school districts in North Carolina, including Hoke County Schools and Onslow County Schools, have published guidelines on AI, which cover guiding principles and can be easily updated as needed. Durham Public Schools has revised academic integrity policies specifically to cover the use of AI, while the Johnston County school board has incorporated a section on generative AI into the district’s existing technology policy.
- School officials appear to be split on students’ use of AI. According to the U.S. Department of Education, 42 percent of public school leaders reported having a favorable opinion of student use of AI for education, while 31 percent viewed it unfavorably, and 28 percent said they were neutral.
- Parents, meanwhile, appear to be generally supportive of incorporating AI into the classroom. According to EdChoice, 66 percent of current school parents said that schools should teach students how to use AI responsibly, and 52 percent of school parents said that they supported the use of AI in their child’s classes.
Recommendations
1. Use caution when seeking to regulate educational products and services that use AI.
AI is a new and developing technology. Instead of jumping straight to regulation, state policymakers should exercise caution and proceed in such a way as to give school districts maximum flexibility to decide how to use AI at the local level. Providing guidelines rather than mandates provides direction while preserving flexibility and local autonomy.
2. Adopt flexible guidelines on the use of AI at the district level.
As AI usage becomes more widespread, it will have an even greater impact on education. Adopting AI guidelines at the district level will provide direction for administrators, teachers, and students that can be revised to address changing needs and emerging issues. School boards may consider revising existing academic integrity, technology, or other relevant policies to encompass AI, but they should exercise caution as these can be more difficult to change.
3. Protect student privacy as required by state and federal law.
Schools seeking to incorporate AI into their educational approach should carefully research and select products and services that protect the privacy of students’ educational records and limit access to other kinds of sensitive or personally identifiable information, as required by state and federal law.
4. Train students and teachers in how to use AI.
Districts should train teachers in using AI to streamline repetitive aspects of their work and to recognize when students are using AI inappropriately on homework or assignments. Schools should teach students about the benefits and drawbacks of using AI. At a minimum, instruction should specify when using AI for assignments is and is not acceptable, how to recognize false or misleading information generated by AI, and how to protect online privacy.
