Research, Pilots, and Task Forces
This comparison page brings together the jurisdictions currently tagged for research and review in the policy archive. Each entry is a short reading of the linked jurisdiction overview; follow the link for official sources, policy status, and the full record.
Return to the policy themes overview.
Canada
| Jurisdiction | Short summary |
|---|---|
| Ontario | Ontario addresses AI in public services and education through the Trustworthy Artificial Intelligence (AI) Framework, the Responsible Use of Artificial Intelligence Directive, and the Enhancing Digital Security and Trust Act… |
Europe
| Jurisdiction | Short summary |
|---|---|
| Ukraine | Ukraine employs an agile, “soft law” approach to AI in education, using tiered recommendations and instructional playbooks to guide schools and universities. |
United States
| Jurisdiction | Short summary |
|---|---|
| Alabama | Enacted on April 16, 2026, HB 329 mandates that starting with the graduating class of 2032, all public K-12 students in Alabama must earn at least one credit in an approved computer science course. The definition of “computer… |
| Georgia | This bill makes computer science, including artificial intelligence, a mandatory high school graduation requirement in Georgia. |
| Indiana | Indiana has taken a “Governance First” approach, focusing on how state agencies use AI before mandating classroom changes. |
| Maine | Maine integrates AI guidance into its established Maine Learning Technology Initiative (MLTI), focusing on local control and human-centered learning. |
| Maryland | No AI education policy or guidance has been identified for Maryland in this collection. |
| Oklahoma | No AI education policy or guidance has been identified for Oklahoma in this collection. |
| Pennsylvania | Pennsylvania emphasizes capacity building and educator training through a mix of state guidance and partnerships with higher education. |
| Virginia | Virginia’s strategy is built on a “leader-led” model established by Executive Order 30, emphasizing that AI should augment the educator’s role rather than replace it. |
Reading the comparison
The presence of a jurisdiction on this page reflects the theme tags on its current overview page. A tag indicates the policy concern or mechanism represented in the archive; it does not imply that the jurisdiction has enacted a standalone law or that the approach is identical across jurisdictions.