Judging Category
Basic or Experimental Research
Student Rank
Graduate
College
Business
Faculty Sponsor
Dr. H. Steve Leslie, sleslie@astate.edu Dr. Hirish Desai, hdesai@astate.edu
Description
The integration of Artificial Intelligence (AI) tools in education is generating both opportunities and governance for K-12 systems across the United States. Conducted in collaboration with the Arkansas Department of Higher Education, this study examines educators’ perspectives on AI use in classrooms across multiple Arkansas school districts. The purpose is to inform the development of policy and oversight frameworks at the state and district levels. Educators completed an IRB-approved survey evaluating AI across five domains: instructional and administrative benefits, classroom concerns and potential downsides, trust and ethical considerations, governance and oversight structures, and professional support and training needs. Responses were measured using a six-point Likert scale and supplemented by open-ended questions addressing observed misuse and innovative classroom applications. Findings indicate that while many educators recognize the efficiency and instructional advantages associated with AI tools, substantial concerns remain in terms of responsible use, student autonomy, and academic integrity. Responses further suggest strong support for structured oversight, particularly at the district level. This study contributes to the emerging body of research on AI governance in K-12 education by providing localized, policy-relevant evidence from Arkansas. The findings aim to inform state-level discussions on regulatory standards, implementation frameworks, professional development, and equitable access as AI becomes increasingly integrated into educational environments.
Disciplines
Advertising and Promotion Management | Educational Assessment, Evaluation, and Research
License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Jeon, Seung Ho, "Future = AI + Database: Educator’s Perspective on AI usage within K-12 Classrooms" (2026). Create@State. 24.
https://arch.astate.edu/evn-createstate/2026/posters/24
Included in
Advertising and Promotion Management Commons, Educational Assessment, Evaluation, and Research Commons
Future = AI + Database: Educator’s Perspective on AI usage within K-12 Classrooms
The integration of Artificial Intelligence (AI) tools in education is generating both opportunities and governance for K-12 systems across the United States. Conducted in collaboration with the Arkansas Department of Higher Education, this study examines educators’ perspectives on AI use in classrooms across multiple Arkansas school districts. The purpose is to inform the development of policy and oversight frameworks at the state and district levels. Educators completed an IRB-approved survey evaluating AI across five domains: instructional and administrative benefits, classroom concerns and potential downsides, trust and ethical considerations, governance and oversight structures, and professional support and training needs. Responses were measured using a six-point Likert scale and supplemented by open-ended questions addressing observed misuse and innovative classroom applications. Findings indicate that while many educators recognize the efficiency and instructional advantages associated with AI tools, substantial concerns remain in terms of responsible use, student autonomy, and academic integrity. Responses further suggest strong support for structured oversight, particularly at the district level. This study contributes to the emerging body of research on AI governance in K-12 education by providing localized, policy-relevant evidence from Arkansas. The findings aim to inform state-level discussions on regulatory standards, implementation frameworks, professional development, and equitable access as AI becomes increasingly integrated into educational environments.
