Content analysis reveals heavy state emphasis on privacy over monitoring in K-12 guidance, highlighting critical gaps in educational artificial intelligence governance.
The rapid adoption of artificial intelligence (AI) in K-12 education has outpaced the development of coherent policy frameworks, raising governance challenges for policymakers. This study examines how U.S. states conceptualize AI governance through qualitative content analysis of policy guidance documents from 40 states and territorial jurisdictions issued between 2023 and 2026. Findings indicate that ethics and data privacy dominate current policy approaches, while equity considerations and educator capacity-building receive moderate attention, and stakeholder trust and ongoing monitoring remain underdeveloped. The study identifies policy gaps and implications for developing more comprehensive and responsible AI governance in K-12 education.
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Qurrat ul Ain Rasheed (2026) studied this question.
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