{"id":34477,"date":"2026-06-17T12:20:43","date_gmt":"2026-06-17T16:20:43","guid":{"rendered":"https:\/\/kapdec.com\/blog\/?p=34477"},"modified":"2026-06-21T12:41:27","modified_gmt":"2026-06-21T16:41:27","slug":"co-creating-ai-guidelines-with-students-promotes-better-educational-outcomes-than-top-down-policies","status":"publish","type":"post","link":"https:\/\/kapdec.com\/blog\/co-creating-ai-guidelines-with-students-promotes-better-educational-outcomes-than-top-down-policies\/","title":{"rendered":"Co-Creating AI Guidelines with Students Promotes Better Educational Outcomes Than Top-Down Policies"},"content":{"rendered":"<span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">Reading Time: <\/span> <span class=\"rt-time\"> 2<\/span> <span class=\"rt-label rt-postfix\">minutes<\/span><\/span><p>As schools across the nation hasten to develop policies governing the use of artificial intelligence (AI) in education, experts suggest that dialogue may be more beneficial than immediate rule-making. Aleta Margolis, founder and president of the Center for Inspired Teaching, emphasizes that real progress begins with engaging students in conversations to co-create guidelines rather than imposing top-down rules. This approach is highlighted as part of a broader discussion about how AI is being integrated into educational environments.<\/p>\n<p>Recent data reflects the current landscape: a RAND American Youth Panel survey reveals that only about one-third of students report their school has a comprehensive AI policy. Margolis advocates for inclusive policy development, suggesting that involving students in crafting these guidelines can lead to more effective and adaptable solutions.<\/p>\n<p>Additionally, a study conducted by NPR and Ipsos illustrates how AI is impacting educational methods. It reports that 54 percent of teachers believe AI complicates the teaching of critical thinking skills. Furthermore, nearly 75 percent of educators anticipate that AI will have a more profound impact on education than the Internet or computers have had.<\/p>\n<p>These challenges are brought to life in the experiences of EdSurge editor-in-chief Sarah McKibben, who observes the real-time implications of AI through her middle-school-aged children. She notes both the positive and negative uses of AI in her home, including scenarios where students use AI tools to creatively alter AI-generated content in attempts to evade plagiarism detection software.<\/p>\n<p>The core concern shared by experts like Margolis and McKibben is not the existence of AI itself but rather how students are engaging with it. There is a need to foster an environment where students learn to use AI as a tool for enhancing their thinking, not as a means to bypass the learning process entirely. This notion of &#8220;productive struggle&#8221; with AI is essential to ensure that students are equipped with the skills necessary to critically engage with technology throughout their education and beyond.<\/p>\n<p>The conversation around AI in education continues to evolve as educators and policymakers strive to balance the benefits of innovative technology with the need to maintain and develop critical thinking skills among students.<\/p>\n<hr>\n<p>\n<strong>Source:<\/strong> EdSurge News<br \/>\n<strong>Read Original:<\/strong><br \/>\n<a href=\"https:\/\/edsurge.com\/news\/your-kids-know-more-about-ai-than-you-do\" target=\"_blank\" rel=\"noopener\">https:\/\/edsurge.com\/news\/your-kids-know-more-about-ai-than-you-do <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p><span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">Reading Time: <\/span> <span class=\"rt-time\"> 2<\/span> <span class=\"rt-label rt-postfix\">minutes<\/span><\/span>Schools are racing to write AI policies, but what if the policy is not the first step?<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[827],"tags":[],"class_list":["post-34477","post","type-post","status-publish","format-standard","hentry","category-higher-ed-news"],"acf":[],"_links":{"self":[{"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/posts\/34477","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/comments?post=34477"}],"version-history":[{"count":1,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/posts\/34477\/revisions"}],"predecessor-version":[{"id":34555,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/posts\/34477\/revisions\/34555"}],"wp:attachment":[{"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/media?parent=34477"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/categories?post=34477"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/kapdec.com\/blog\/wp-json\/wp\/v2\/tags?post=34477"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}