Standardized testing is a critical aspect of American education, enabling comparison of academic performance across schools and identification of achievement gaps. However, it falls short in capturing essential soft skills such as decision-making, intellectual curiosity, and grit. A promising method to teach and assess these abilities is through structured debate, which encourages students to make claims, support them with evidence, and engage with counterarguments in an engaging manner.

Artificial intelligence (AI) can significantly enhance debate-centered instruction, making it more accessible and effective. By integrating AI, schools can facilitate structured debates more frequently, offering students valuable learning experiences during the school day. AI applications include providing personalized question prompts, generating tailored feedback, and summarizing debates to help teachers identify student learning patterns quickly. This allows educators to focus on guiding discussions and addressing gaps in understanding without being bogged down by preparation.

For example, AI can serve as a practice partner, offering students the opportunity to clarify claims and consider alternative perspectives, preparing them for in-person discussions. Moreover, it allows teachers to create customized materials that meet diverse skill levels within a single classroom, enabling broader participation and deeper engagement.

The potential benefits are substantial, especially in under-resourced schools, where AI can reduce the barriers to implementing debate programs, allowing more students to practice argumentation and critical thinking. By integrating AI into the classroom, educators can provide richer learning experiences that enhance students’ reasoning and communication skills, aligning with the goals of contemporary educational frameworks like UNESCO's 2030 initiative. Properly implemented, AI-supported debate can serve as an effective complement to standardized tests, fostering essential skills that traditional assessments overlook.

A recent segment on Spokane Public Radio’s Inland Journal highlighted the transformative impact of artificial intelligence on K-12 education, featuring insights from Gonzaga leaders Anny Fritzen Case, a teacher education professor, and Jay Yang, the director of Gonzaga’s Institute for Informatics and Applied Technology.

Case emphasizes the potential of generative AI to assist teachers in managing their growing responsibilities while addressing the diverse needs of students. Specifically, AI can streamline administrative tasks, which allows educators to devote more time and energy to the critical, human-centered aspects of teaching.

Yang elaborates on Gonzaga’s forward-thinking approach to integrating AI into education. Rather than merely focusing on technology itself, the aim is to equip teachers with the skills to critically evaluate how AI can enhance instruction, assessment, and overall learning outcomes. This perspective cultivates a deeper understanding of the educational process in an AI-rich environment.

A key initiative stemming from their collaboration is the AI for Instruction Fellowship, designed for K-12 teachers to explore innovative and responsible methods of incorporating AI into their curricula. This fellowship, supported by the Gates Foundation, aims to empower educators to harness AI's capabilities effectively, fostering a more engagement-driven learning atmosphere. By embracing AI, teachers can enhance educational effectiveness while navigating modern challenges, ultimately benefiting both educators and students alike.

Faculty at Clemson University’s College of Education have created three new microcredential courses designed for K-12 educators to effectively integrate artificial intelligence (AI) into their classrooms. These courses offer a foundational understanding of AI in education, exploring various AI tools and their applications to enhance classroom activities. Importantly, they also cover ethical considerations in using AI, enabling educators to embed responsible practices in their teaching.

Dani Herro, the College of Education Dean’s Fellow for Humanistic AI, highlights the essential nature of preparing students for an AI-driven workforce. Her approach involves teaching educators when to utilize AI as a "cognitive partner," emphasizing that AI should facilitate deeper thinking rather than dominate learning time.

Each four-week microcredential course incorporates readings, videos, peer discussions, and hands-on activities, directly applicable to classroom settings. For instance, a practical lesson on South Carolina history allows middle school students to research architectural preservation using various sources and AI tools, transforming them into podcast producers. This interactive approach promotes critical thinking and connection to broader themes.

Participants in the courses will engage with current AI policies, develop their own classroom policies, and focus on prompt engineering and the implementation of AI-integrated lessons. A dedicated course on the ethical use of AI will further equip educators to guide students in evaluating the implications of AI technologies critically.

Starting in February 2026, nearly 30 educators from various districts will pilot these microcredentials, contributing to course evaluation and improvement. Successful participants can also apply their credits toward a graduate course, ensuring that the knowledge gained translates into further professional development opportunities for educators statewide.

Jena Zangs, Chief Data and Analytics Officer at the University of St. Thomas, was recently featured on KARE 11 for her pivotal role in developing an innovative classroom app powered by artificial intelligence. This new tool, called Let's Get REAL, is designed to enhance K-12 education by personalizing learning experiences for students. It allows educators to effectively adapt a single lesson plan to accommodate various reading levels, special education needs, and multilingual learners, which significantly reduces preparation time.

The application offers numerous features such as dyslexia-friendly formatting, advanced extensions, the ability to meet Individualized Education Program (IEP) goals, and multilingual audio narration, enabling students to access lessons in their native languages. “We can finally personalize education,” states developer Shannon Seaver. By simply inputting the lesson plan and specifying the students' needs, teachers can receive tailored output almost instantly.

Additionally, Zangs highlights the app's capability to assist educators in creating AI-proof tests. As a mother of a child with an IEP, Zangs understands the challenges teachers face when adapting lessons. She emphasizes that the app streamlines this process, allowing instructors to input one lesson plan and immediately implement necessary adaptations, fostering a collaborative environment for educators.

The rapid development of Let's Get REAL—achieved in just 48 hours by two Minnesota educators—showcases the concrete applications of AI in education, offering significant benefits that support both teachers and students in a more inclusive learning environment.