Overview
- Two qualitative reports published Nov. 10 drew on interviews with 22 U.S. teachers and 10 Canadian teachers, revealing consistent concerns across classrooms.
- Many educators said generative AI can speed planning and grading and serve as a thought partner, but benefits depend on time, training and institutional backing.
- Teachers reported an assessment authenticity problem, with greater suspicion of AI‑assisted work and uncertainty about how to judge originality.
- Researchers and teachers warned that limited professional development and unclear guidance risk widening inequities as well‑resourced schools provide more support.
- Participants urged educator‑led, ethics‑focused policy that protects student data, addresses bias and preserves the relational core of teaching, with Alberta survey data showing 80%–90% of educators concerned about AI’s harms.