Integrating artificial intelligence into K-12 teaching and learning: A U.S. critical policy discourse analaysis

In the current digital era, Artificial Intelligence (AI) is a revolutionizing technology. The United States is among the top countries worldwide working on advancing AI technology. In the wake of the COVID-19 pandemic, AI has been rapidly integrated into K–12 education, resulting in a significant change of the traditional schooling system. However, AI integration has been laden with promises and perils for both educators and learners. AI integration has been raising policy challenges to ensure ethical and equitable inclusions. Thus, emerging concerns have been directed toward forming new national educational policies to regulate the impact of AI in educational discourse. Nevertheless, education policymakers cannot keep up with AI’s rapid pace. Artificial Intelligence in Education (AIED) policy is at an early stage of formal adoption. Therefore, there is a necessity to critically examine the U.S. federal policy discourse and the approaches of the integration of AI in K–12 teaching and learning and how it unlocks its benefits while mitigating its pedagogical, ethical, and social inclusion risks. The purpose of this study was to critically analyze the U.S. federal government’s K–12 AIED policy discourse during Biden’s administration from 2021 to 2025. The study identified and critically analyzed the policy multi-streams. Using the Critical Discourse Analysis (CDA) framework, the study uncovered the policy production context, interpreted the policy text, and explained the implications of the policy discourse within the K–12 teaching and learning practices. The study answered the question, “What are the pedagogical, ethical, and social inclusion implications of the U.S. federal government’s K–12 AI in Education (AIED) policy discourse?” The CDA method was used to describe the policy context, analyze a key policy document, and interpret the text to draw conclusions regarding the implications of AI integration into K–12 education policy. The findings of this study revealed the policy strengths and limitations in addressing the pedagogical changes and implications in learning and teaching practices including instructional and administrative tasks, classroom management, teachers’ training, formative assessment, learners’ cognitive and critical thinking skills, personalized learning experiences, AI alignment with learning objectives, AI literacy development, and teacher–student interaction. Additionally, the findings reflected current and missing policy solutions to integrate AI ethically and equitably into education, particularly factors impacting the diverse student populations, and means of responsible and accountable AI deployment that consider privacy, data protection, transparency, and bias-blind algorithms. The development of comprehensive education specific AI policies that address the gaps and ensure fair, ethical, and effective AI in classrooms are needed. By analyzing the policy discourse and the text underpinnings of the 2023 Department of Education, Office of Educational Technology’s AI and the Future of Teaching and Learning: Insights and Recommendations Policy Report, this dissertation concluded with recommendations for future research, and policy recommendations to create a K–12 schooling environment, where AI serves as a purposeful tool to enhance curriculum and pedagogy, improve teaching and learning experiences, foster equity and social inclusion, and ensure ethical considerations in education.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Anwar, Noura

Contributors dc:contributor

• Herrera, Linda
• Lindgren, Robb
• Davila, Liv T
• Mason, Curtis

• AI in Education (AIED)
• AI integration in K-12
• AIED policy analysis
• Critical Policy Discourse Analysis (CPDA)
• U.S. AIED policy

Statement dc:rights

• Copyright 2025 Noura Anwar

Language dc:language

en

Handle dc:identifier

https://hdl.handle.net/2142/132511

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/132511