The Trump administration may be laying the groundwork for a major federal push toward integrating artificial intelligence (AI) into education, as outlined in K-12 Dive. According to The Washington Post, a draft executive order—currently under consideration—would direct several federal agencies to prioritize AI-related initiatives in schools and support both students and teachers in learning how to use the technology effectively.
The draft, while still unofficial and subject to change, includes a broad array of goals. One standout directive: the creation of a White House Task Force on AI in Education, reportedly to be led by Michael Kratsios, director of the White House Office of Science and Technology Policy. Members would include key players like the secretaries of Education, Agriculture, Labor, and Energy.
Other proposed measures include:
Notably, U.S. Secretary of Education Linda McMahon would be responsible for overseeing teacher training efforts in AI, according to the draft order.
The draft, while still unofficial and subject to change, includes a broad array of goals. One standout directive: the creation of a White House Task Force on AI in Education, reportedly to be led by Michael Kratsios, director of the White House Office of Science and Technology Policy. Members would include key players like the secretaries of Education, Agriculture, Labor, and Energy.
Other proposed measures include:
- Encouraging public-private partnerships to build AI literacy and critical thinking.
- Examining existing federal funding and grants to support AI initiatives in education.
- Launching a nationwide competition to showcase student and teacher skills in AI.
- Introducing federally registered apprenticeships in AI-related fields.
Notably, U.S. Secretary of Education Linda McMahon would be responsible for overseeing teacher training efforts in AI, according to the draft order.
A Controversial Timing
The draft order comes just weeks after the administration abolished the Department of Education’s Office of Educational Technology (OET)—a move that has sparked concern among education policy veterans.
“Given how fast AI is changing the landscape of teaching and learning … by dismantling OET and now scrambling to rebuild a parallel structure with no institutional memory really strikes me as incredibly odd,” said Bernadette Adams, the former acting deputy director of the now-defunct OET. Adams, who has spent nearly three decades shaping federal education technology policy, warns that the elimination of OET could undermine the credibility of any new AI initiative.
Before its closure, OET had released multiple guidance documents for schools and districts on using AI responsibly. Though these are now missing from the Education Department's website, they remain accessible via the European Edtech Alliance.
“OET’s AI guidance for schools focused on student protection, educator empowerment and trustworthy AI,” Adams added. “These are issues that are kind of conspicuously missing from what I believe is the draft EO.”
“Given how fast AI is changing the landscape of teaching and learning … by dismantling OET and now scrambling to rebuild a parallel structure with no institutional memory really strikes me as incredibly odd,” said Bernadette Adams, the former acting deputy director of the now-defunct OET. Adams, who has spent nearly three decades shaping federal education technology policy, warns that the elimination of OET could undermine the credibility of any new AI initiative.
Before its closure, OET had released multiple guidance documents for schools and districts on using AI responsibly. Though these are now missing from the Education Department's website, they remain accessible via the European Edtech Alliance.
“OET’s AI guidance for schools focused on student protection, educator empowerment and trustworthy AI,” Adams added. “These are issues that are kind of conspicuously missing from what I believe is the draft EO.”
Who’s in Charge Now?
Another open question is who, exactly, will lead these AI efforts at the federal level. The draft leaves this unclear—something that concerns Pat Yongpradit, chief academic officer at Code.org and the lead at TeachAI, a national coalition supporting AI literacy in schools.
Still, Yongpradit sees potential: “It’s a wonderful idea,” he said, pointing to bipartisan efforts from last fall’s House AI taskforce. He praised the draft’s focus on critical thinking and AI literacy but emphasized the need for more clarity:
“I hope that the final executive order will clarify what is meant by AI literacy, what it requires, and how it is much more than surface things like prompt engineering or saving teachers’ time.”
Yongpradit also noted that many states aren’t yet ready for large-scale AI adoption. As of 2024, only 11 states required computer science for graduation. “A lot of states aren’t ready for AI,” he said.
While a federally led effort on AI in education could offer much-needed guidance and funding, some experts fear that the lack of long-term strategy and continuity might do more harm than good.
“How you go about this can actually be harmful as opposed to beneficial,” Adams concluded.
The final version of the executive order, if it’s ever released, will determine just how serious and sustainable this federal push into AI in education will be.
Still, Yongpradit sees potential: “It’s a wonderful idea,” he said, pointing to bipartisan efforts from last fall’s House AI taskforce. He praised the draft’s focus on critical thinking and AI literacy but emphasized the need for more clarity:
“I hope that the final executive order will clarify what is meant by AI literacy, what it requires, and how it is much more than surface things like prompt engineering or saving teachers’ time.”
Yongpradit also noted that many states aren’t yet ready for large-scale AI adoption. As of 2024, only 11 states required computer science for graduation. “A lot of states aren’t ready for AI,” he said.
While a federally led effort on AI in education could offer much-needed guidance and funding, some experts fear that the lack of long-term strategy and continuity might do more harm than good.
“How you go about this can actually be harmful as opposed to beneficial,” Adams concluded.
The final version of the executive order, if it’s ever released, will determine just how serious and sustainable this federal push into AI in education will be.