New guidelines aim to support responsible AI use from preschool to higher education
As schools across the United States begin incorporating artificial intelligence into their systems, researchers at the University of Kansas (KU) have released a new framework designed to support educators, administrators, students, and families in responsibly implementing AI technology in educational environments.
The Center for Innovation, Design & Digital Learning (CIDDL) at University of Kansas published the “Framework for Responsible AI Integration in PreK-20 Education: Empowering All Learners and Educators with AI-Ready Solutions.” The framework, developed under a cooperative agreement with the U.S. Department of Education, provides a detailed roadmap for schools to adopt AI in a way that aligns with their community’s needs and values.
The initiative follows a directive issued earlier this year through an executive order by President Donald Trump, instructing schools to integrate AI into their operations and instruction models.
A University of Kansas Human-Centered Approach to AI in Schools
At the core of the framework is a commitment to maintaining a human-centered foundation in educational decision-making. According to the authors, AI tools should support—not replace—educator judgment, student-teacher relationships, and family involvement.
“We see this framework as a foundation,” said James Basham, director of CIDDL and professor of special education at University of Kansas. “As schools consider forming an AI task force, for example, they’ll likely have questions on how to do that, or how to conduct an audit and risk analysis. The framework can help guide them through that, and we’ll continue to build on this.”
The first of four major recommendations encourages schools to prioritize transparency in AI use and ensure alignment with federal protections such as the Individuals with Disabilities Education Act (IDEA) and the Family Educational Rights and Privacy Act (FERPA).
Four Pillars of Responsible Integration
The framework offers four primary recommendations for schools to consider:
- Establish a stable, human-centered foundation
- Implement future-focused strategic planning for AI integration
- Ensure AI educational opportunities for every student
- Conduct ongoing evaluation, professional learning, and community development
Strategically, schools are advised to form AI integration task forces that include educators, administrators, families, legal counsel, and technology specialists. These groups are encouraged to carry out audits and risk assessments to better understand how AI tools might affect student evaluations, placement decisions, or data privacy.
CIDDL researchers caution that AI systems, trained on human-generated data, may replicate historical biases or errors. As such, they recommend close monitoring of algorithmic outcomes and robust feedback mechanisms involving students, teachers, and parents.
The framework also urges institutions to prohibit AI from making final decisions on sensitive issues such as Individualized Education Program (IEP) eligibility, disciplinary actions, and student progression.
Ongoing Training and Community Engagement
The final section of the framework emphasizes the importance of continuous professional development and community involvement. As AI tools evolve, the framework advises schools to consistently reassess their effectiveness, identify any unintended consequences, and train staff on proper and ethical usage.
“This isn’t a one-time rollout,” said Angelica Fulchini Scruggs, CIDDL operations director and co-author of the framework. “We want people to join the community and help them know where to start. We also know this will evolve and change, and we want to help educators stay up to date with those changes to use AI responsibly in their schools.”
In addition to the framework, CIDDL’s website offers state-level AI guidance data and resources for K-12 and higher education institutions exploring educational technology tools.
A Resource for the Future of Education
The authors—Basham, Fulchini Scruggs, and Trey Vasquez, co-principal investigator at CIDDL—hope the document will serve as a living guide that schools can adapt over time as AI capabilities and educational needs continue to shift.
Educators and stakeholders interested in accessing the full framework or connecting with CIDDL’s community can find more information on the center’s website.
“The priority at CIDDL is to share transparent resources for educators on topics that are trending and in a way that is easy to digest,” Fulchini Scruggs said.
As AI becomes a regular part of educational operations, the University of Kansas researchers emphasize the need for responsible, equitable, and transparent integration that benefits all students—regardless of ability or background.