Important points:
The rapid rise of generative AI has turned classrooms into real-time experimentation grounds for the use of technology. Students are using AI to complete assignments, and teachers are leveraging it to design lessons, streamline grading, and manage administrative tasks.
The use of AI among both students and educators has increased sharply, increasing by more than 15 percent over the past year or two, according to new national survey data from RAND. But training and policy have not kept up. Schools and districts are developing professional development, student guidance, and clear usage policies to address this change.
The result is both opportunities and concerns for educators, students, and parents. Students worry about being accused of cheating, and many families worry that increased reliance on AI will undermine students' critical thinking skills.
Key findings:
During the 2024-2025 school year, AI experienced rapid growth.
The use of AI in schools skyrocketed in the 2024-2025 school year. By 2025, more than half of students (54 percent) and core subject teachers (53 percent) will be using AI for academic and instructional purposes, an increase of more than 15 percentage points from just a year or two ago. The most frequent users are high school students, and AI adoption among teachers has steadily increased from elementary school to high school.
While students and parents have expressed significant concerns about the potential downsides of AI, district leaders are less worried.
Sixty-one percent of parents, 48 percent of middle school students, and 55 percent of high school students believe that increased use of AI could harm students' critical thinking skills, compared to just 22 percent of district leaders. Furthermore, half of students said they were worried about being falsely accused of cheating using AI.
Training and policy development have not kept up with the use of AI in schools.
By spring 2025, only 35% of district leaders say their schools will provide training to students on how to use AI. Meanwhile, more than 80% of students reported that their teachers do not clearly teach them how to use AI in their schoolwork. Policy guidance also remains limited, with only 45 percent of principals saying their school or district has a policy regarding the use of AI, and only 34 percent of teachers reporting a policy specifically addressing academic integrity and AI.
This report provides recommendations and guidance on the use of AI.
As AI technology continues to evolve, trusted sources, especially state education agencies, must provide consistent and regularly updated guidance on effective AI policies and training. This guidance helps educators and students understand how to use AI as a complement to learning, rather than a replacement.
District and school leaders must clearly define what constitutes responsible AI use and academic dishonesty, and communicate these expectations to both teachers and students. In the short term, educators and students urgently need clarity on what constitutes AI cheating.
Elementary schools should also participate in this initiative. Nearly half of elementary school teachers have already experimented with AI, and these early years are a time when students are building foundational skills and habits. Providing consistent, age-appropriate instruction about AI at this stage can reduce misuse and confusion as students progress through their studies and the capabilities of AI expand.
Ultimately, district leaders must develop comprehensive AI policies and training programs that enable teachers and students to use AI productively and ethically across grade levels.
Laura Ascione is Editorial Director at eSchool Media. She is a graduate of the University of Maryland's prestigious Philip Merrill College of Journalism.
