Emerging Patterns of GenAI Use in K-12 Science and Mathematics Education

2025-09-12

AI Summary

This study investigates the adoption status, attitudes, implementation barriers, and institutional support gaps regarding generative artificial intelligence (GenAI) among K–12 public school mathematics and science teachers in the United States. Drawing on the first nationally representative survey (N = 1,247), the study employs quantitative analysis grounded in the Technology Acceptance Model and educational technology adoption frameworks. Results indicate low GenAI usage frequency, with predominant application confined to lesson preparation rather than pedagogical interaction; while acceptance is increasing, over 80% of teachers report lacking systematic training or school-based support; critically, insufficient institutional scaffolding severely constrains deep instructional integration. This research provides the first empirical portrait of GenAI implementation in U.S. K–12 classrooms, establishing a foundational evidence base for education policy formulation, redesign of teacher professional development systems, and future empirical inquiry.

Technology Category

• Natural Language Processing: Generation
• Philosophy and Ethics of AI: Artificial General Intelligence
• Humans and AI: AI for Accessibility

Application Category

• Social Networks and Social Media: Generative AI / large language models and their impact on social systems
• Economics, Online Markets and Human Computation: Trust and reliance of crowd workers and data experts on GenAI
• Search and Retrieval-Augmented AI: Search Tool Learning with LLM: Teaching LLMs to invoke search and make use of retrieved information

Abstract

In this report, we share findings from a nationally representative survey of US public school math and science teachers, examining current generative AI (GenAI) use, perceptions, constraints, and institutional support. We show trends in math and science teacher adoption of GenAI, including frequency and purpose of use. We describe how teachers use GenAI with students and their beliefs about GenAI's impact on student learning. We share teachers' reporting on the school and district support they are receiving for GenAI learning and implementation, and the support they would like schools and districts to provide, and close with implications for policy, practice, and research. Given the rapid pace of GenAI development and growing pressure on schools to integrate emerging technologies, these findings offer timely insights into how frontline educators are navigating this shift in practice.

Problem

• Examining GenAI adoption trends among K-12 science and math teachers
• Investigating teacher perceptions of GenAI's impact on student learning
• Analyzing institutional support for GenAI implementation in schools

Innovation

• Survey of teacher adoption trends
• Analysis of institutional support mechanisms
• Exploration of student learning impact