Artificial Intelligence
What is Artificial Intelligence?
IBM defines artificial intelligence (AI) as technology that enables computers and machines to simulate human learning, comprehension, problem solving, decision making, creativity and autonomy.
Different Types of AI
There are many types of AI. Some are based on their technology (e.g., robotics) while others might be based on their purpose (e.g., generative AI). The GoSearch website provides an overview of different types of AI.
This webpage will focus on a type of AI typically called generative artificial intelligence (GenAI). GenAI is a form of artificial intelligence that is changing the landscape of education. Review the information on this page to gain a basic understanding of what GenAI is, as well as frameworks for understanding and implementation, and resources to build GenAI literacy.
Contact Us
Contact the Digital Literacy and Distance Education Project with questions, requests for support at your program, or assistance using any of the resources on this page.
Considerations for Using Generative AI (GenAI)
Before implementing AI, programs should consider any relevant policies that influence how they can or should utilize it. These may include guidance on situations in which it is acceptable and requirements for using appropriate AI tools, among other things. Educators should weigh the need for its use by asking themselves if the task(s) can be completed without GenAI. While an effective tool, it is each user’s responsibility to ensure that accuracy, context, and ethics are accounted for during use.
Below is a list of considerations to help select a GenAI tool that best fits your needs. Click on any of the topics to see potential questions to identify how well a given tool meets your needs. A Word version of the Guiding Questions for Selecting Generative Artificial Intelligence (GenAI) Tools is also available.
These questions have been developed as a guide for critical consideration when selecting potential GenAI tools for use. Adult education professionals may use some or all of these questions depending on their needs. Prior to using any GenAI tools, educators should weigh the need for its use by asking themselves if the task(s) can be completed without GenAI. While an effective tool, it is the responsibility of each user to ensure accuracy, context, and ethics are accounted for during usage.
Guiding Questions for Selecting GenAI Tools
Download a Word document of the Guiding Questions for Selecting Generative Artificial Intelligence (GenAI) Tools.
1. Data Privacy, Security, and Intellectual Property
- What are the terms and conditions for using the GenAI tool?
- Who owns the content that is input into the GenAI tool?
- Who owns the content generated by the GenAI tool?
- What rights does the GenAI tool obtain when it generates images, voices, or likenesses?
- What uploaded content can be used to train the GenAI tool or improve the system? How can a “no training” mode be enabled?
- What data does the GenAI tool collect, store, transmit, or share?
- How does the GenAI tool address personally identifiable information (PII) collection, use, and protection?
- What security safeguards exist within the GenAI tool (e.g., encryption, secure storage, role-based access)?
- How long does the GenAI tool retain data, and can agencies request deletion?
- What data-sharing agreements and privacy documents are available and compliant with PDE and federal regulations (e.g., FERPA, COPPA)?
- What privacy settings and user permissions can be configured by an administrator?
- When are users informed about privacy and data use? Where can this language be found, and is it clear and accessible?
2. Reliability and Bias Mitigation
- How does the GenAI tool communicate uncertainty or signal when human review is needed?
- What controls exist to reduce hallucinations, which occur when a GenAI tool produces a response that is plausible-sounding but factually incorrect?
- What steps are taken to mitigate bias?
- How transparent is the platform about its training data and methodology, including what types of sources were used to train the model, how the data was reviewed or filtered for quality, and what steps the company takes to identify and reduce bias or inaccuracies in the model’s outputs?
- What citation or fact‑checking features does the GenAI tool provide?
- How are our student populations reflected in the training data used for this GenAI tool?
- What safeguards can be put in place to ensure that any GenAI-produced content that we share with students is culturally appropriate if our student populations are not reflected in the training data used for this GenAI tool?
3. Instructional Effectiveness and Quality
- What evidence is there that the GenAI tool can help meet instructional or administrative goals?
- How well does the GenAI tool align with agency priorities?
- What research exists demonstrating the GenAI tool’s effectiveness?
- How well does the GenAI tool support language needs and multilingual learners? For example, can it create multimodal outputs to support learners in understanding classroom content; adjust output to be comprehensible for multiple proficiency levels; offer interactions that support development of listening, speaking, reading, and writing skills; provide feedback that encourages learning rather than simply supplying the answer; or develop realistic role-play opportunities that allow students to practice authentic language use?
- How well does the GenAI tool generate output at a text complexity appropriate for adult learners? In what ways can the GenAI tool adjust the complexity of its output to suit adult learners?
- In what ways can the GenAI tool be used in adult education settings (e.g., lesson creation, developing assessments)?
- What level of human oversight is required to ensure quality output, and does the program have the capacity to provide this oversight?
4. Accessibility and Equity
- What accessibility features does the GenAI tool offer, and how well do they meet user needs? Examples include, but are not limited to, screen‑reader compatibility, multilingual support, Americans with Disabilities Act (ADA), and Section 508 of the Rehabilitation Act.
- In what ways does the GenAI tool reflect diverse cultural backgrounds?
- How well does the GenAI tool work on low-cost devices, limited-bandwidth connections, or mobile phones?
- How can users interact with the GenAI tool (e.g., text, voice, video, image)?
5. Usability
- How intuitive is the GenAI tool for staff with varying levels of technical comfort?
- What product‑specific training is available for the GenAI tool?
- What vendor support exists for using the GenAI tool?
- What level of prompt-engineering expertise is required to use the GenAI tool effectively?
- What staff capacity is needed to sustain the use of the GenAI tool?
6. Technical Requirements
- How well does the GenAI tool integrate with existing systems?
- What setup or IT support is required to start using the GenAI tool?
- How well does the GenAI tool function on mobile devices?
- What program device and security policies are in place at your program, and how well does the GenAI tool comply with them? If your program is housed within a larger institution, how well does the GenAI tool comply with the institution’s policy(ies) around GenAI?
7. Cost & Licensing
- What is the pricing model for the GenAI tool?
- What are the limitations of free/low‑cost versions of the GenAI tool?
- What are the long‑term or hidden costs of the GenAI tool?
- How does the GenAI tool’s license support or restrict institutional use?
8. Implementation & Safety
- What risks exist with using this GenAI tool, and how will they be mitigated (e.g., inaccurate or biased outputs, inappropriate or harmful content, data exposure, learner over-reliance on AI, accessibility barriers)?
- How will staff be taught to responsibly use the GenAI tool?
- What guidelines are in place at your organization for safe and appropriate use of GenAI tools?
- What references or case studies regarding the implementation and safety of GenAI tools are available from agencies like yours?
9. Student Use (For tools intended for students to use directly)
- What rules and guidelines will students need to learn to use the GenAI tool safely and appropriately?
- What digital literacy skills will students need to use the GenAI tool successfully? What preparation will instructors need to teach these skills? How will instructors teach these skills to students?
- What instructions and training are provided by the GenAI tool? What additional training will students need?
- What safeguards are in place to prevent student misuse of the GenAI tool, including but not limited to generating answers to assignments or producing inappropriate content?
- How does the GenAI tool respond to common student errors (e.g., spelling mistakes, translation errors, wrong answers to questions)?
10. Environmental Impact
- How can your program differentiate between tasks that can be met with non-AI tools and those that must be completed with the GenAI tool?
- What is the anticipated environmental impact of the GenAI tool? What information does the vendor provide about this?
- How can you select between low-energy and high-energy modes, depending on the demands of the task you would like the GenAI tool to complete?
- What are the technical and energy requirements for running the GenAI tool, and how might these impact your program (e.g., can it run on our existing hardware, or does it rely on constant cloud processing)?
Getting Started with Generative AI (GenAI)
To learn about what GenAI is and to view suggestions on how adult education agencies and staff can get started, visit the Adult Training & Development Network’s Artificial Intelligence webpage.
One important consideration in using AI is to treat results in a similar manner to any internet search; don’t assume results are what you are seeking. Results should be reviewed for accuracy, potential bias, and appropriate context. Consider any AI result to be a rough draft, needing human interpretation to ensure it is an appropriate response to a given query.
The U.S. Department of Labor released an Artificial Intelligence Literacy Framework in February 2026. It includes foundational content areas of AI literacy along with effective delivery principles for that content. Access the full version of the framework. Access a graphic providing an overview of the foundational content and delivery principles.
Recommended AI Practices for Students, Teachers, and Administrators
Download a PDF of the Recommended AI Practices for Students, Teachers, and Administrators.
Recommended AI Practices for Students, Teachers, and Administrators
The considerations below are intended to support Pennsylvania’s adult education staff as they consider the impact of artificial intelligence (AI) in their work. The practices described below are aligned with the Department of Labor’s Artificial Intelligence Literacy Framework and seek to help practitioners apply that framework in practical ways within their work.
The numbered headings (e.g., 1. Understand AI Principles) correspond with the content areas in the Department of Labor’s framework. Under each heading, key concepts provide context for the practices related to the content listed in the table below it. Each row of the table contains a core practice listed in the student column that can be taught to learners. The two adjacent columns describe how teachers and the program’s administrator and/or professional development (PD) team may apply that practice in various aspects of their work. For teachers, these applications may include instruction, lesson planning, and classroom management. Examples for administrators and program PD teams may include staff training, policy or process development, and the selection or purchase of AI tools and resources. As the field of AI continues to rapidly evolve, readers are encouraged to thoughtfully consider how these principles apply to their own context and the current capabilities and limitations of AI technology. A PDF version of the Recommended AI Practices for Students, Teachers, and Administrators is also available.
1. Understand AI Principles
Key Concept: AI responses are generated from patterns in training data rather than true understanding. Humans provide AI with training data, which is often (but not always) available online. Different AI tools are good for different purposes because of the training data and programming that humans use when creating them. AI and Generative AI (GenAI) operate differently; AI tools are usually single-purpose and produce a specific type of response, while GenAI tools can create new content, including text, images, and video.
Importance of human judgment
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Describe how human judgment is crucial, including the role of humans in training and directing AI, verifying output, and choosing when to use or modify the output of an AI tool. |
Teach students that human judgment is crucial. Explain the role of humans in training and directing AI, verifying output, and choosing when to use or modify the output of an AI tool. Develop processes that integrate human judgment when using AI to help complete tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training which emphasizes how crucial human judgment is, including the role of humans in training and directing AI, verifying output, and choosing when to use or modify the output of an AI tool. Discuss strategies for teaching these concepts to students. Support staff to develop processes that integrate human judgment when using AI to help complete work-related tasks. |
Selecting appropriate AI tools and modes
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Explain the differences between some common AI and GenAI tools, including different modes and settings that may be available in each, and describe how to choose the tool and mode/settings most appropriate for completing a task. |
Teach students the differences between some common AI and GenAI tools and describe how to choose the tool and mode/settings most appropriate for completing a task. Thoughtfully select appropriate tools and modes when using AI and/or GenAI to complete tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training around the differences between some common AI and GenAI tools and describe how to choose the tool and mode/settings most appropriate for completing a task. Discuss strategies for teaching these concepts to students. Provide guidance for staff regarding which tools and/or modes to use for specific tasks or task types. Consider the modes and settings available in AI and GenAI tools when selecting tools to recommend or purchase. |
How AI uses training data
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Describe how AI uses training data to produce responses and explain why using the same prompt more than once will produce a variety of responses. |
Teach students how AI uses training data to produce responses and why using the same prompt more than once will produce a variety of responses. Distinguish between tools that use general training data versus program-specific data (if available) when choosing an AI tool for a task related to instruction, lesson planning, and/or classroom management. |
Support staff training explaining how AI uses training data to produce responses and why using the same prompt more than once will produce a variety of responses. Discuss strategies for teaching these concepts to students. Provide and follow program guidelines regarding when to use tools that have access to program-specific data (if available). Distinguish between tools that use general training data and those that use program-specific data when purchasing AI tools. |
Capabilities of AI
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Name some common capabilities of GenAI, such as generating text, analyzing data, and creating images. Identify tasks that would be an effective and appropriate use of GenAI. |
Teach students about the capabilities of GenAI and how to identify tasks that would be an effective and appropriate use of GenAI. Identify when it would be appropriate and effective to use GenAI to complete tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training around the capabilities of GenAI and how to identify tasks that would be an effective and appropriate use of GenAI. Discuss strategies for teaching these concepts to students. Provide and follow program guidelines regarding tasks where GenAI assistance is preferred, permitted, or not permitted. |
2. Explore AI Uses
Key Concept: Ultimately, humans are responsible for deciding how and when to use AI. AI cannot replace human expertise and judgment or the process of learning, but it can be a useful tool to support and augment human abilities.
Possible roles for AI
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Determine possible roles for humans and AI in tasks such as:
|
Teach students some possible roles of humans and AI in a variety of tasks, including those listed in the Students column, and especially those where using AI will help students achieve a goal more effectively and/or efficiently. Consider AI as a potential accessibility tool for students in class and daily life tasks. Thoughtfully identify possible roles for humans and AI in tasks related to instruction, lesson planning, and/or classroom management, such as:
|
Support staff training around the possible roles of humans and AI in a variety of tasks, including those in the Students and Teachers columns, and especially those where using AI will help students or teachers achieve a goal more effectively and/or efficiently. Discuss strategies for teaching these concepts to students. Consider AI as a potential accessibility tool for students and staff in various roles. Provide guidance for staff in considering possible roles for humans and AI in work-related tasks. Thoughtfully identify possible roles for humans and AI in tasks related to supervision and administration, such as:
Consider the potential roles for humans and AI when recommending or purchasing AI tools. |
Effective and ineffective uses of AI
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Identify when using AI will help achieve a goal more effectively and/or efficiently and when it will be ineffective, counterproductive, or harmful.
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Teach students to identify when using AI will help achieve a goal more effectively and/or efficiently and when it will be ineffective, counterproductive, or harmful. Consider when using AI for tasks related to instruction, lesson planning, and/or classroom management will help achieve a goal more effectively and/or efficiently and when it will be ineffective, counterproductive, or harmful. |
Support staff training to identify when using AI will help achieve a goal more effectively and/or efficiently and when it will be ineffective, counterproductive, against organizational policy, or harmful. Discuss strategies for teaching these concepts to students. Consider when using AI for tasks related to supervision and administration will help achieve a goal more effectively and/or efficiently and when it will be ineffective, counterproductive, against organizational policy, or harmful. Consider whether AI will be an appropriate tool for a particular task when recommending or purchasing AI tools. |
AI effects on learning
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Identify times when relying on AI interferes with learning and times when AI can support the learning process.
|
Teach students that AI cannot replace practice or the learning process and help them identify when using AI interferes with or supports learning. Identify skills related to instruction and lesson planning that the teacher is intentionally building and adjust AI use to support, rather than inhibit, skill development. |
Support staff training that makes clear that AI cannot replace practice or the learning process and support staff to identify when AI interferes with or supports learning for themselves and their students. Discuss strategies for teaching these concepts to students. Provide and follow program guidelines around uses of AI that support or inhibit skill development for staff and students. Consider the potential for AI use to support or inhibit learning and skill development in staff and students when recommending or purchasing AI tools. |
3. Direct AI Effectively
Key Concept: The quality of the AI’s output is determined by the human’s choices when prompting it.
Strategies for effective prompting
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Use strategies for effective prompting of GenAI tools, including:
Select and refine strategies based on the task, tool, and previous output. |
Teach students strategies for effective prompting of GenAI tools, including those listed in the Students column. Guide them in selecting and refining strategies based on the task, tool, and previous output. Use strategies for effective prompting when using GenAI for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training on strategies for effective prompting of GenAI tools, including those listed in the Students column. Guide them in selecting and refining strategies based on the task, tool, and previous output, and discuss strategies for teaching these skills to students. Provide guidance on effective prompting by developing shared prompting examples and guidance for staff. Use effective prompting strategies for tasks related to program administration. |
Using AI as a tutor or coach
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
When using a GenAI tool as a tutor, choose the most appropriate tool, mode, and setting and use prompts that will help improve skill/understanding, including asking for feedback, explanations, and/or examples, rather than focusing on task completion. |
Teach students to use a GenAI tool as a tutor by choosing an appropriate tool, mode, and setting and using prompts that will help improve skill/understanding, including asking for feedback, explanations, and/or examples, rather than focusing on task completion. Develop effective prompts for getting coaching or feedback on materials or ideas related to instruction, lesson planning, and/or classroom management, and use appropriate GenAI tools and modes/settings for this purpose. |
Support staff training in strategies for selecting and using GenAI tools for coaching or tutoring, including choosing the most appropriate tool, mode, and setting and using prompts that will help improve skill/understanding. Discuss strategies for teaching these skills to students. Develop effective prompts for getting coaching or feedback on materials or ideas related to program administration and use appropriate GenAI tools and modes/settings for this purpose. Consider whether a GenAI tool can or should be used as a tutor or coach when recommending or purchasing it. |
4. Evaluate AI Outputs
Key Concept: Humans are accountable for the products they create using AI.
Checking accuracy and reliability of AI outputs
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Check AI outputs using trusted sources for issues around accuracy and reliability, including:
|
Teach students how to check AI outputs using trusted sources for issues around accuracy and reliability, including the items listed in the Students column. Check AI outputs for accuracy and bias before using materials or sharing them with students or colleagues. Verify sources when using AI for research; cross-check sources to verify important information. |
Support staff training on checking AI outputs using trusted sources for issues around accuracy and reliability, including the items listed in the Students column. Discuss strategies for teaching these concepts to students. Check AI outputs for accuracy and bias before using materials or sharing them with students, colleagues, or partners. Verify sources when using AI for research; cross-check sources to verify important information. |
Criteria for evaluating AI outputs
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Evaluate AI outputs based on whether they achieve the desired goal, fully answer the question or task, and are fit for a specific purpose and/or audience. |
Teach students to evaluate AI outputs based on whether they achieve the desired goal, fully answer the question or task, and are fit for a specific purpose and/or audience. Evaluate GenAI outputs related to instruction, lesson planning, and/or classroom management for whether they achieve the desired goal, support the right message, and are fit for a specific purpose and/or audience. |
Support staff training on evaluating AI-generated outputs based on whether they achieve the desired goal, fully answer the question or task, and are fit for a specific purpose and/or audience, and discuss strategies for teaching these concepts to students. Evaluate GenAI outputs related to program management for whether they achieve the desired goal, support the right message, and are fit for a specific purpose and/or audience. |
AI sycophancy
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Recognize that chatbots often default to agreement rather than correction. |
Teach students that chatbots often default to agreement rather than correction. Consider the limitations of chatbots before assigning them for use by students. Take into consideration that chatbots often default to agreement rather than correction when using GenAI to evaluate or comment on materials or ideas related to instruction, lesson planning, and/or classroom management, and consider compensating by seeking opinions from peers, adjusting prompts, or providing objective measurement tools like rubrics. |
Support staff training about recognizing the limitations of chatbots and determining if/how to use them in the classroom. Discuss strategies for teaching these concepts to students. Take into consideration that chatbots often default to agreement rather than correction when using GenAI to evaluate or comment on materials or ideas related to program administration, and consider compensating by seeking opinions from peers, adjusting prompts, or providing objective measurement tools like rubrics. |
Strategies for correcting faulty AI output
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Identify when there are issues with AI output and fix them by prompting AI, changing the product manually, or using some other strategy. |
Teach students how to decide when there are issues with AI output and fix them by prompting the AI, changing the product manually, or by using some other strategy. Identify when there are issues with AI output for tasks related to instruction, lesson planning, and/or classroom management and use appropriate strategies to fix them. |
Support staff training around identifying issues with AI output and using appropriate strategies to fix them. Discuss strategies for teaching these concepts to students. Identify when there are issues with AI output for tasks related to program administration and use appropriate strategies to fix them. Consider the relative ease of fixing problems with output when recommending or purchasing AI tools. |
5. Use AI Responsibly
Key Concept: Humans are responsible for making responsible, ethical choices about when and how to use AI to accomplish or assist with a task. It is not always safe to share sensitive or identifying information with an AI tool.
Sensitive information and safe AI use
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Describe the risks of entering sensitive or identifying information into an AI tool and give examples of safe and unsafe prompts. |
Teach students about the risks of entering sensitive or identifying information into an AI tool and give examples of safe and unsafe prompts. Avoid entering sensitive or identifying information into AI tools and follow program data policies when using AI for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training about the risks of entering sensitive or identifying information into an AI tool and provide resources with examples of safe and unsafe prompts. Discuss strategies for teaching these concepts to students. Provide and follow program guidelines about what data may and may not be entered into AI tools. Consider what an AI tool does with confidential data it retains that may accidentally be entered into the system when recommending or purchasing AI tools. |
AI data policies and practices
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Use the data policy of an AI tool to inform a decision about whether to use that tool for a particular purpose. Opt out of using an AI tool or having data entered into the tool when uncomfortable with its data collection practices. |
Teach students to consider AI tool data policies before using them in class. Inform students about data collection practices and allow students to opt out of using an AI tool or having their data entered into the tool if they are uncomfortable with its data collection practices. Distinguish between AI tools that store data securely within the organization and those that do not and adjust the information given to the AI tool accordingly when using it for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training around AI tool data policies, distinguishing between AI tools that store data securely within the organization and those that do not. Discuss strategies for teaching these concepts to students. Allow staff and students to opt out of using an AI tool or having their data entered into the tool if they are uncomfortable with its data collection practices. Provide and follow program and state and federal guidelines about entering sensitive or identifying information into AI systems, distinguishing between AI tools that store data securely within the organization and those that do not. Review data policies and conduct risk assessments before recommending or purchasing AI tools. |
Following organizational AI guidelines
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Follow organizational/classroom AI guidelines and remain accountable for work produced with AI assistance. |
Communicate organizational/classroom AI guidelines to students and hold them accountable for work produced with AI assistance. Follow program guidelines when using AI for tasks related to instruction, lesson planning, and/or classroom management, and remain accountable for work produced with AI assistance. |
Support staff training around program AI use guidelines and accountability. Discuss strategies for teaching these concepts to students. Provide and follow program guidelines around acceptable use of AI tools and accountability for AI content. |
Avoiding AI misuse
| Students | Teachers | Admin / PD Team |
|---|---|---|
| Follow classroom/program policies on AI misuse. Be aware of how AI tools can be used inappropriately, including for plagiarism, impersonation, or harm and consequences for misuse. |
Communicate classroom/program policies on AI misuse to students and inform students how tools can be used inappropriately, including for plagiarism, impersonation, or harm. Report suspected AI misuse. Describe the pitfalls of AI detection tools and never rely on tools alone to determine if students used AI to complete an assignment. Develop assignments and activities that AI cannot successfully complete and use them thoughtfully. Follow program policies on AI misuse when using AI for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training on:
Discuss strategies for teaching these concepts to students. Provide and follow program guidelines around AI misuse by staff or students and the use of AI detection tools, including reporting processes for staff and students. |
Citing AI use
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Cite AI use appropriately. |
Teach students to cite AI appropriately and require them to follow classroom policy. Model AI citation and disclosure when using AI-generated materials with students. Follow program guidelines around citation when using AI for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training around appropriate AI citation. Discuss strategies for teaching these concepts to students. Provide and follow program and classroom guidelines around appropriate AI citation. |
Environmental impact
| Students | Teachers | Admin / PD Team |
|---|---|---|
|
Describe the environmental impact of AI and explain ways to reduce it, including:
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Teach students about the environmental impact of AI and discuss strategies for reducing its footprint and for deciding whether AI is the right tool for the job, including those noted in the Students column. Attempt to balance efficiency with environmental impact when using AI for tasks related to instruction, lesson planning, and/or classroom management. |
Support staff training around the environmental impact of AI and strategies for reducing its footprint and deciding whether AI is the right tool for the job, including those noted in the Students column. Discuss strategies for teaching these concepts to students. Consider environmental impact when recommending or purchasing AI tools. Attempt to balance efficiency with environmental impact when using AI for tasks related to program administration. |
Resources for Getting the Most Out of AI
AI Integration Framework – A guide from World Education covering six elements of AI use to ensure it “aligns with educational goals, upholds ethics and privacy, and more.”
AI Literacy Matters for Everyone – A brief from World Education outlining scenarios where adult learners’ AI literacy overlaps with their literacies for finances, the digital world, health, family, education and training, civic engagement, and workplace readiness.
CampGPT Prompt Book – Sample prompts, written by adult educators, that follow the Role, Action, Context, Example, Format prompt framework. Users of the prompt book can view the conversations the prompts yielded without engaging with the AI tool, or they can log into the tool and continue the conversation.
Digital Adult Training & Development Network’s Artificial Intelligence webpage – This webpage offers carefully selected AI resources and strategies designed to empower adult education agencies, their staff, and adult learners.
TeachAI.org – Resources for both instructors and education leaders, including practical tools and activities to help you explore, understand, and apply key AI literacy concepts.
References
- Stryker, C., & Kavlakoglu, E. (n.d.). What is artificial intelligence (AI)? Retrieved from IBM. https://www.ibm.com/think/topics/artificial-intelligence
- AI Integration Framework. Workforce EdTech. (2025, August 18). https://workforceedtech.org/ai-integration-framework/.
- Bickerstaff, A. (2023, August 2). The top 6 questions for schools to ask gen AI edtech companies. AI for Education. https://www.aiforeducation.io/blog/x4vqdfdkth9k2vvdv38sxtx8ppz9ny
- ChatGPT (OpenAI, 2026) was used to review the original list of questions and suggest additional considerations. The author evaluated and revised all outputs for accuracy and relevance.
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The Department of Labor’s Artificial Intelligence Literacy Framework. (2026, February 13). https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEN/2025/TEN%2007-25/TEN%2007-25%20%28complete%20document%29.pdf