# From Guidelines to Governance: A Study of AI Policies in Education

arXiv: https://arxiv.org/abs/2403.15601 · HTML: https://mlsanity.com/paper/2403.15601/

## Key facts

- Cited by 4 papers in the map (data through 14 Oct 2026).
- Builds on 4 of its 38 references that are in the map.
- First posted on arXiv 22 Mar 2024.

## Builds on (most cited first, 4 of 4)

- [A Comprehensive AI Policy Education Framework for University Teaching and Learning](https://mlsanity.com/paper/2305.00280/) (2023)
- [Constructing Dreams using Generative AI](https://mlsanity.com/paper/2305.12013/) (2023)
- [Unpacking the "Black Box" of AI in Education](https://mlsanity.com/paper/2301.01602/) (2022)
- [Smart technology in the classroom: a systematic review.Prospects for algorithmic accountability](https://mlsanity.com/paper/2007.06374/) (2020)

## Built on by (most cited first, 4 of 4)

- [Generative AI Adoption in Classroom in Context of Technology Acceptance Model (TAM) and the Innovation Diffusion Theory (IDT)](https://mlsanity.com/paper/2406.15360/) (2024)
- [Multi-Stakeholder Alignment in LLM-Powered Collaborative AI Systems: A Multi-Agent Framework for Intelligent Tutoring](https://mlsanity.com/paper/2510.23245/) (2025)
- [Local Differences, Global Lessons: Insights from Organisation Policies for International Legislation](https://mlsanity.com/paper/2503.05737/) (2025)
- [Topic Discovery and Classification for Responsible Generative AI Adaptation in Higher Education](https://mlsanity.com/paper/2512.16036/) (2025)

## Abstract (arXiv)

Emerging technologies like generative AI tools, including ChatGPT, are increasingly utilized in educational settings, offering innovative approaches to learning while simultaneously posing new challenges. This study employs a survey methodology to examine the policy landscape concerning these technologies, drawing insights from 102 high school principals and higher education provosts. Our results reveal a prominent policy gap: the majority of institutions lack specialized guide-lines for the ethical deployment of AI tools such as ChatGPT. Moreover,we observed that high schools are less inclined to work on policies than higher educational institutions. Where such policies do exist, they often overlook crucial issues, including student privacy and algorithmic transparency. Administrators overwhelmingly recognize the necessity of these policies, primarily to safeguard student safety and mitigate plagiarism risks. Our findings underscore the urgent need for flexible and iterative policy frameworks in educational contexts.