Teacher Training and Professional Learning
This comparison page brings together the jurisdictions currently tagged for teacher preparation 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.
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Canada
| Jurisdiction | Short summary |
|---|---|
| Alberta | In April 2026, the Alberta government announced a $2.7 million partnership with the Alberta Machine Intelligence Institute (Amii) to integrate AI literacy into K-12 classrooms. |
| New Brunswick | New Brunswick is updating its provincial digital literacy strategy to fully integrate AI across all grade levels and subjects by September 2026. |
| 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 |
|---|---|
| Czech Republic | The Czech Republic provides methodological materials and strategic objectives for AI through the National Pedagogical Institute. |
| Norway | Norway’s national direction is age-sensitive and precautionary: primary pupils should generally not use generative AI, lower-secondary use may be introduced gradually once teachers are prepared, and upper-secondary students… |
| Slovakia | Slovakia introduced a dedicated plan for the responsible use of AI in education in 2025, featuring a national sharing platform for educators. |
| United Kingdom | The UK government prioritizes a phased roadmap of safety standards, teacher training, and curriculum integration for AI in schools. |
United States
| Jurisdiction | Short summary |
|---|---|
| Alaska | Released in October 2025, this framework serves as official state guidance for school districts in Alaska. It emphasizes a human-centered approach and provides a foundation for districts to build their own local AI policies. |
| Arkansas | Enacted in April 2025, this law requires every public school and government entity in Arkansas to establish clear policies for the use of Artificial Intelligence and automated decision tools. |
| Idaho | No AI education policy or guidance has been identified for Idaho in this collection. |
| Iowa | Iowa is currently debating and passing significant updates to its computer science standards to explicitly include Artificial Intelligence. |
| Kentucky | Kentucky’s approach is defined by its early adoption of state-level guidance and the Kentucky Education Technology System (KETS) Master Plan (2024-2030). |
| Maryland | No AI education policy or guidance has been identified for Maryland in this collection. |
| Massachusetts | Released in August 2025, the Massachusetts Guidance for Artificial Intelligence in K-12 Education is one of the most structured frameworks in the country. |
| Michigan | Michigan’s strategy is built on a “leader-led” model, where the state provides frameworks and trains regional educators to lead AI integration at the local level. |
| North Carolina | North Carolina’s Department of Public Instruction (NCDPI) maintains a “living” guidebook that provides highly specific pedagogical advice for AI integration. |
| Ohio | Ohio has taken one of the most proactive regulatory steps in the nation by mandating AI policy adoption at the local level through its 2026-27 state budget. |
| Pennsylvania | Pennsylvania emphasizes capacity building and educator training through a mix of state guidance and partnerships with higher education. |
| Texas | The Texas Responsible AI Governance Act (TRAIGA), effective January 1, 2026, establishes a comprehensive framework for the governance of artificial intelligence within the state. |
| Utah | Utah has moved beyond voluntary guidance to enact The Balance Act, which codifies the relationship between students, teachers, and AI technology. |
| Wisconsin | Wisconsin’s Department of Public Instruction (DPI) utilizes a “role-based” support model, providing specific guidance for different members of the school community. |
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.