Computer Supported Collaborative Learning (2025, Conference Paper)*
Authors: Yaxuan Yin, Shamya Karumbaiah, Ju Lim, Shona Acquaye, Sara Schwartz
*Won Best Paper Award at the International Society of the Learning Sciences Conference
Abstract: Recent advancements in artificial intelligence (AI) offer transformative opportunities for education, yet the alignment between Responsible AI principles and K-12 educators’ pedagogical values remains unclear, potentially hindering effective teacher-AI collaboration. To address this, we surveyed 98 K-12 teachers to explore their prioritization of five Responsible AI (RAI) principles—autonomy, transparency, safety, fairness, and performance—alongside five pedagogical values—teacher-centered, behaviorism, constructivism, constructionism, and critical pedagogy—across three classroom scenarios: grading, scaffolding science learning, and classroom orchestration. Our findings reveal that educators’ pedagogical values significantly influence their RAI priorities, with critical pedagogy aligning with transparency and safety, constructivism with autonomy, and teacher-centered and behaviorism negatively associated with fairness and safety. These results highlight the importance of designing AI systems that accommodate diverse teaching philosophies while addressing potential mismatches, fostering trust, and ensuring equitable integration into K-12 education.