Understanding AI in the Classroom Act

This Act may be cited as the “Understanding AI in the Classroom Act”.

(a) In general.— Not later than 18 months after the date of the enactment of this Act, the Director shall complete workshops to identify any gaps in relevant data and published findings related to any effect on or harm to children as a result of the integration of artificial intelligence into classrooms, including with respect to the following:

(1) The attention span and learning independence of children.

(2) The cognitive, social, emotional, or behavioral development of children.

(3) Any over-reliance or trust miscalibration on artificial intelligence by children.

(4) Any differential effect on children based on the following:

(A) Age.

(B) Any vulnerability that may impact children.

(C) Any characteristic of such artificial intelligence, including sycophancy.

(b) Participation.— In carrying out subsection (a), the Director may seek the participation of the following:

(1) Researchers.

(2) Educators.

(3) School leaders.

(4) Parent groups.

(5) Any other person the Director determines appropriate.

(c) Report.— Not later than 6 months after the Director completes the workshops described in subsection (a), the Director shall submit to the Committee on Science, Space, and Technology of the House of Representatives and the Committee on Commerce, Science, and Transportation of the Senate, and publish, a report that includes information related to any gaps identified under such subsection.

(d) Definitions.— In this section:

(1) Artificial intelligence.— The term “artificial intelligence” has the meaning given the term in section 5002 of the National Artificial Intelligence Initiative Act of 2020 (15 U.S.C. 9401).

(2) Child.— The term “child” has the meaning given the term in section 8101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801).

(3) Director.— The term “Director” means the Director of the National Science Foundation.