Survey and conjoint experiment reveals conflicting stakeholder attitudes toward educational AI integration in hybrid K–12 schools, highlighting the need for task-specific policy co-design.
As artificial intelligence (AI) becomes increasingly integrated into K–12 education, hybrid and microschooling environments present both opportunities and challenges for responsible implementation. This paper examines stakeholder preferences for AI use policies through a nationally distributed survey and a conjoint experiment targeting school leaders, teachers, and parents from hybrid schools in the United States. We find broad support for tightly regulated student-facing AI applications, particularly for low-stakes tasks like tutoring or brainstorming, and cautious openness to teacher-facing tools. However, significant misalignment exists across stakeholder roles: while school leaders express greater enthusiasm for AI integration, teachers and parents adopt more guarded stances. Our findings underscore the importance of co-designing AI policy by incorporating perspectives from all key stakeholders and by tailoring rules to specific educational tasks. The study further offers practical insights to guide school leaders in developing responsible, stakeholder-aligned AI policies within hybrid learning contexts.
No takes yet. Share an insight, caveat, or question.
Zhang et al. (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: