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The agenda argues schools must become more human and joyful, with instruction grounded in data and centered on every student’s unique needs. It identifies four gaps—vision, coherence, quality, and leadership/policy—and frames AI as an opportunity for redesigning learning systems rather than layering tools onto fragmented practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-strategic-research-agenda-for-ai-driven-transformation-in-public-education/583360/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-strategic-research-agenda-for-ai-driven-transformation-in-public-education/583360.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key risks of generative AI in public education highlighted in the agenda?","Question",{"text":112,"@type":113},"The agenda highlights risks including exposing students to “wicked problems” such as data or identity theft, cognitive offloading, and existential threats to future employment if AI replaces jobs at a mass scale.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the agenda mean by “wicked opportunities” for improving learning?",{"text":117,"@type":113},"It describes opportunities to address long-standing challenges such as boring or irrelevant learning experiences, inequities like a “leaky pipeline” in core subjects, ineffective special education, teacher burnout, mismatched instruction, and disconnected career pathways.",{"name":119,"@type":110,"acceptedAnswer":120},"Which four gaps currently prevent realizing the future AI could support?",{"text":121,"@type":113},"The gaps are the vision gap, coherence gap, quality gap, and leadership/policy gap. Together they limit shared goals, system integration, strong outcome measurement, and scalable organizational change supported by evidence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583360,1792131067,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","A Strategic Research Agenda for AI-Driven Transformation in Public Education  \nRobin Lake and Shira Haderlein  \nJULY 2026  \nThe Situation: A Field Rich in Tools but Short on Vision, and Full of Wicked Opportunities to Improve Learning  \nGenerative AI carries the real risk of exposing students to “wicked problems” like data or identity theft, cognitive offloading, and existential threats to their future employment if AI replaces jobs at a mass scale. But it also holds the potential to create “wicked opportunities” by helping to solve problems that have plagued public education for decades: boring or irrelevant student experiences, a “leaky pipeline” in core subjects like math where students who fall behind never catch up, expensive and often ineffective special education programs, burnt-out teachers, generic approaches to instruction that do not address students’ unique needs, and high schools that are disconnected from promising career pathways. The limit of these opportunities is only our imagination. We, as education researchers, believe that the risks are real and merit significant research attention, much of which is underway. However, this research agenda is designed to provide a strategic roadmap for harnessing the wicked opportunities that AI presents.  \nSchools should be more human, not less. Learning environments should be joyful and rooted in real human and community connection, with instruction that is relevant to the civic life and careers young people will actually face in the Age of AI, grounded in data and evidence, and built around the reality that students are unique individuals with varied needs. Every design choice should be tested against one question: does it expand opportunity and flourishing for every student, or only some?  \n1  \nA STRATEGIC RESEARCH AGENDA FOR AI-DRIVEN TRANSFORMATION IN PUBLIC EDUCATION  \nFour gaps define the current moment and prevent us from realizing this future:  \nThe vision gap. There is no shared or prevalent definition of what AI should accomplish for students across school systems, states, or the broader education field. Developers build products that solve discrete problems without a clear theory of how those products contribute to a coherent learning system or a broader vision for the future of schooling. Districts often buy what neighboring districts have bought or what vendors recommend, rather than what best aligns with their educational goals and long-term strategy. The result is a marketplace flooded with point solutions that address discrete tasks instead of the deeper challenges of student disengagement, teacher burnout, and persistent inequity. The field is accepting AI-powered versions of the schools already in place rather than asking harder questions about what school should be.  \nThe coherence gap. AI tools often arrive in classrooms as standalone additions to an already fragmented instructional environment. Too few districts and states have developed the leadership capacity, governance structures, and implementation strategies needed to integrate these tools into a coherent system of teaching and learning. Teachers are left to stitch together a core curriculum, supplemental programs, tutoring services, and new AI products, few of which were designed as part of a larger learning system. Schools serving students with the greatest needs—students with complex learning profiles, students in chronic poverty, and English learners—lack both the tools designed to meet these students’ needs and the capacity to use what exists. Equity is an afterthought in product design when it should be a key design consideration.  \nThe quality gap. The evidence base for AI in education remains thin, fragmented, and poorly aligned with the decisions educators and policymakers need to make. The field has no agreed-upon way to measure the outcome that matters most:  \nstudents moving on to college or career with the creative and social skills they need to adapt to an AI-enabled world. There ","cbCainbdqtWfFijP","https://ap.wps.com/l/cbCainbdqtWfFijP","pdf",272678,11,"English","# The Situation: Tools, Vision, and Wicked Opportunities\n# Four Gaps Defining the Current Moment\n## The Vision Gap\n## The Coherence Gap\n## The Quality Gap\n## The Leadership and Policy Gap\n# A Single Structural Problem: Layering Instead of Redesigning","[{\"question\":\"What are the key risks of generative AI in public education highlighted in the agenda?\",\"answer\":\"The agenda highlights risks including exposing students to “wicked problems” such as data or identity theft, cognitive offloading, and existential threats to future employment if AI replaces jobs at a mass scale.\"},{\"question\":\"What does the agenda mean by “wicked opportunities” for improving learning?\",\"answer\":\"It describes opportunities to address long-standing challenges such as boring or irrelevant learning experiences, inequities like a “leaky pipeline” in core subjects, ineffective special education, teacher burnout, mismatched instruction, and disconnected career pathways.\"},{\"question\":\"Which four gaps currently prevent realizing the future AI could support?\",\"answer\":\"The gaps are the vision gap, coherence gap, quality gap, and leadership/policy gap. Together they limit shared goals, system integration, strong outcome measurement, and scalable organizational change supported by evidence.\"}]","A Strategic Research Agenda for AI-Driven Transformation in Public Education | PDF",1792046898,28]