[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583244-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-583244-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","artificial-intelligence-in-education-research-note-march-2026","Artificial Intelligence in Education - Research Note - March 2026","","Research note from March 2026 examining how artificial intelligence is changing teaching and learning in K–12 education, especially across lesson planning, instruction, assessment, and administrative work. It outlines the accelerating policy and advisory responses by education authorities and teacher unions, highlights polarized viewpoints and risks such as deprofessionalization and replacement of human-centric learning, and argues for union-led, ethically grounded governance. The note also defines AI and surveys emerging BC classroom uses and research resources.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/artificial-intelligence-in-education-research-note-march-2026/583244/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/artificial-intelligence-in-education-research-note-march-2026/583244.png","ImageObject",300,407,{"name":42,"@type":43},"Jake","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How is AI affecting teaching and learning in K–12 education?","Question",{"text":62,"@type":63},"AI is shifting goals in lesson planning, instruction, assessment, and administrative tasks. It is also influencing personalized and group instruction through curriculum content generation and streamlined workflows.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do teacher unions have a critical role in governing AIED?",{"text":67,"@type":63},"Unions center teachers’ professional needs, apply a social justice lens, and have a moral imperative to ensure AI is ethical, safe, inclusive, equitable, and environmentally sustainable. They also create spaces to negotiate what AI should (or should not) be in K–12 classrooms.",{"name":69,"@type":60,"acceptedAnswer":70},"What concerns are raised about using AI in public education?",{"text":71,"@type":63},"Critics warn of harmful trade-offs, including deprofessionalization of teacher work, privatization of access to resources, and reduced human-centric learning experiences. 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As teachers experiment with AI in lesson planning, instruction, assessment, and administrative tasks, they are also grappling with how to ethically and judiciously access and use AI tools in professional and pedagogical capacities.  \nThe accelerating integration of artificial intelligence in K–12 public education classrooms and systems is generating a range of policy, research, and advisory responses from education authorities, including teacher unions, around the world. K–12 educators bear unique responsibilities related to AI given their professional duty of care towards children and youth. Canadian education ministries and school districts are racing to throw up Artificial Intelligence in Education (AIED) policy guardrails as “the ground itself is shifting faster than the frameworks built to stand on it.”1 Meanwhile, teacher union organizations are determining how to best advise members about potential benefits and risks of using AI in their work and classrooms.  \nOpinions on AI are often highly polarized. Critics caution about potentially harmful trade-offs of using AI to alter personalized and group instruction, streamline administrative tasks, and generate curriculum content. There are concerns that AI adoption is escalating the deprofessionalization of teacher work, privatization of access to resources, and the replacement  \n1 Machado de Oliveira (2025, August) . p.6 . Standing in the fire: A speculative inquiry into meta-rationality and generative AI [https://decolonialfuturesnet.wordpress.com/wp-content/](https://decolonialfuturesnet.wordpress.com/wp-content/)[ ](https://decolonialfuturesnet.wordpress.com/wp-content/)[uploads/2025/08/standing-in-the-fire-interim-report-2025.pdf](uploads/2025/08/standing-in-the-fire-interim-report-2025.pdf)  \nof human-centric learning and experiences. As some within the public education field enthusiastically embrace AI, there is accompanying uncertainty and anxiety about “a future that is already being imagined without us.”2  \nIt is important that teacher unions play a role in both envisioning and constraining uses of AIED. For one, teacher unions are the only bodies fully dedicated to centering teachers’perspectives and needs as professionals, practitioners, and employees. Secondly, unions are well positioned to critically consider AIED through a social justice lens. Teacher unions hold a moral imperative to discern if AIED can be implemented in ways that are ethical, safe, inclusive, equitable, and environmentally sustainable. Thirdly, unions can serve as spaces for teachers to critically negotiate diverse perspectives on what place AI should (or should not) have in K–12 teaching and learning spaces. As Wayne Holmes wrote in a report for Education International,“Teachers and teacher trade unionists play a crucial role in ensuring that teaching with AI and teaching about AI supports human rights and social justice, strengthens education as a democratic and accountable public good, empowers teachers, and supports student agency.”3  \nThough many BC school districts are already actively using AI platforms and applications,4 teachers are calling for more clearly articulated policy and guidance This report offers an overview of what artificial intelligence is, how some BC teachers are using it, what potential concerns are emerging, and what existing research and policy resources might inform and support the creation of a robust union response to AIED.  \nWhat is artificial intelligence (AI)?  \nIt is important to consider what is meant by artificial intelligence before exploring its applications in education. Broadly, artificial intelligence refers to a set of technologies, techniques, and tools designed to simulate aspects of human cognition, including learning, reasoning, commu","cbCaidbMDzUjMMxn","https://ap.wps.com/l/cbCaidbMDzUjMMxn","pdf",408809,16,"English","# Introduction\n## What is artificial intelligence (AI)?","[{\"question\":\"How is AI affecting teaching and learning in K–12 education?\",\"answer\":\"AI is shifting goals in lesson planning, instruction, assessment, and administrative tasks. It is also influencing personalized and group instruction through curriculum content generation and streamlined workflows.\"},{\"question\":\"Why do teacher unions have a critical role in governing AIED?\",\"answer\":\"Unions center teachers’ professional needs, apply a social justice lens, and have a moral imperative to ensure AI is ethical, safe, inclusive, equitable, and environmentally sustainable. They also create spaces to negotiate what AI should (or should not) be in K–12 classrooms.\"},{\"question\":\"What concerns are raised about using AI in public education?\",\"answer\":\"Critics warn of harmful trade-offs, including deprofessionalization of teacher work, privatization of access to resources, and reduced human-centric learning experiences. There is also uncertainty and anxiety about futures being imagined without educators’ input.\"}]","Artificial Intelligence in Education - Research Note - March 2026 | PDF",1792046445]