AI has transformed the education landscape, but are teacher preparation programs keeping pace? In CRPE’s latest report, we surveyed leaders from schools of education to understand how their faculty and preservice teachers are engaging with AI, their views on its long-term impact, and how institutions are embedding AI into their curricula.
Key Findings:
- Schools of education are not likely to move quickly or at a large enough scale to train America’s future teachers in AI without a significant shift in faculty interest and capacity building.
- With few exceptions, schools of education are just now beginning to put new AI training, curriculum, and coursework into place.
- Many education schools are more focused on supporting faculty than training future teachers and more focused on dealing with student plagiarism than on a broader vision of how AI could transform teaching and learning.
- While education school leaders are generally optimistic about the positive potential of AI in education, faculty indifference or resistance could impede their ability to adapt, making it harder to prepare future K-12 teachers for the realities of AI.
These data should concern those who believe students and teachers need support to engage safely and effectively with this fast-emerging set of tools. This report offers recommendations for higher education institutions, policymakers, philanthropists, and researchers to better support preparing the next generation of teachers to thrive and adapt in the age of generative AI.
