Preparing students for an AI-enabled future with ERA-NOVA

As artificial intelligence (AI) rapidly transforms the way people learn, work, and communicate, educators are facing a new challenge: not whether AI belongs in classrooms, but how to prepare students to use it responsibly, ethically, and effectively. Education leaders from across Northern Virginia convened on George Mason University's Fairfax Campus for the Educational Research Alliance of Northern Virginia's (ERA-NOVA) to answer this question.

Hosted by the College of Education and Human Development (CEHD), the event brought together school district leaders, CEHD faculty, and community partners to explore the evolving role of AI in PK-12 education.

"This convening is not ultimately about artificial intelligence," said Ingrid Guerra-López, CEHD dean. "It's about preparing educators to create the kinds of learning experiences that develop critical thinking, sound judgment, creativity, and the ability to solve complex problems. Artificial intelligence simply raises the urgency of that work." That perspective framed the day's discussions and was reinforced by keynote speaker Tara Nattrass, managing director of innovation, partnerships, and learning at Lenovo, who explained that conversations about AI in education are ultimately conversations about people.

Rather than focusing exclusively on emerging technologies, Nattrass challenged attendees to think about how schools can preserve the human elements of learning while equipping students with the knowledge and skills they will need to thrive in an AI-enabled world. Drawing on research in learning sciences, workforce trends, and digital citizenship, she emphasized that technology should strengthen, not replace critical thinking. "The question isn't whether they'll use it," Nattrass said. "The question is whether anyone taught them how."

Discussions revealed that Northern Virginia school divisions are at different points of the AI journey. Some districts are still establishing policies and answering foundational questions about what AI is, which tools are appropriate, and how they should be used in schools. Others have begun implementing professional learning, developing governance structures, and introducing AI literacy initiatives for teachers and students.

Despite these differences, participants found common ground around a shared challenge: preparing educators with the confidence and knowledge to guide students in using AI thoughtfully instead of simply restricting its use.

"How do we teach teachers?" emerged as a recurring question during the discussions, with participants emphasizing the need for professional learning that helps educators establish classroom expectations, teach effective prompting strategies, and foster responsible AI use among students.

Participants also explored how educators can design learning experiences that emphasize critical thinking, authentic assessment, and responsible decision-making. Several groups discussed shifting away from blanket bans toward clear expectations for when AI is appropriate, when it should be limited, and when students should demonstrate their own understanding without technological assistance.

The convening also featured industry perspectives demonstrating how AI is transforming professions well beyond education. Representatives from Micron Technology and X Factor Volleyball shared examples of AI supporting semiconductor manufacturing, predictive maintenance, athlete wellness, and performance analytics.

Across industries, speakers emphasized a consistent theme: AI is augmenting human expertise rather than replacing it, enabling professionals to analyze complex data more efficiently while still relying on human judgment, experience, and decision-making.

Participants also explored broader societal implications of AI, including workforce transformation, student well-being, digital citizenship, and the importance of maintaining opportunities for productive struggle. As AI-generated content becomes increasingly sophisticated, they discussed the growing importance of helping students evaluate information critically and navigate an increasingly complex digital landscape.

"One of ERA.NOVA's greatest strengths is creating space for school divisions and university partners to wrestle with these questions together," said Audra Parker, director of the Office for Teacher Preparation at CEHD. "AI is evolving rapidly, and no single organization has all the answers. By learning from one another and grounding our work in both research and practice, we can better prepare educators and students for what's ahead."

Participants identified several priorities for future collaboration, including modular professional learning, AI literacy for educators and students, train-the-trainer models, and stronger alignment between policy and classroom practice. Many also emphasized that AI should not be treated as a standalone initiative but should be integrated into broader efforts to prepare graduates with the technical, ethical, and interpersonal skills needed for an evolving workforce.

That challenge lies at the heart of ERA-NOVA's work. As school divisions, university faculty, and industry leaders continue learning from one another, the focus is on preparing students with the skills they will need to thrive in an AI-enabled world.