Artificial intelligence (AI) education has garnered growing attention from both educational researchers and practitioners in recent years. Among the various emerging approaches, integrating AI education across the curriculum—particularly within core disciplines—offers distinct advantages. This strategy foregrounds the inherently interdisciplinary nature of AI and enables students to investigate its connections with subjects such as mathematics and English language arts (ELA). Furthermore, it holds promise for broadening participation by engaging all students, including those historically underrepresented and underserved in the field of AI. To date, most efforts to integrate AI education have been situated within individual classrooms, often led by a single teacher. While such initiatives provide valuable entry points, they overlook the reality that students’ learning experiences span multiple classrooms and disciplines. As students transition between subjects, they inevitably synthesize ideas—both consciously and unconsciously—from diverse instructional contexts. Recognizing this, we take a whole-school perspective that considers the cumulative and interconnected nature of students’ learning experiences. With this perspective, we explore a coordinated, cross-disciplinary approach in which students engage with AI through a set of curriculum modules spanning mathematics, ELA, and social studies. Each module is discipline-specific yet designed to contribute to a cohesive, cross-disciplinary exploration of AI. These modules are further framed by a self-paced introductory unit, which establishes foundational concepts, and a culminating application-and-reflection unit, which supports integration and transfer of learning. This paper describes the design of the AI Education Across the Curriculum module set and reports preliminary findings from a pilot implementation conducted in Spring 2025. By examining both the pedagogical design and initial findings, we aim to contribute to the growing body of research on scalable, equitable, and interdisciplinary models for AI education.

This BOF is a networking opportunity for researchers, teachers, resource developers, and state leaders involved or interested in K-12 AI Education. This BOF will serve as an informal opportunity for those who participated in the AI4K12 January 2021 State of AI Education in Your State Workshop and quarterly check-in webinars to reconnect in person. We also want to provide opportunities for newcomers working on K-12 AI Education, either through outreach or their own research, to learn about and join the community. The goal for all attendees is to talk about their work, share successes, form collaborations, and discuss issues with building the framework of implementation. Most importantly, attendees will have opportunities to connect with others with similar interests and challenges, to identify best practices, share resources, and identify next steps to help advance their work. For those who are new to the community, we want to provide opportunities to learn about K-12 AI efforts that are underway in their state and connect with their state leaders. Attendees from states with no efforts underway can learn about resources to start a state team and begin planning. The AI4K12 Initiative and the state workshop were funded by National Science Foundation award# DRL-1846073.

What teacher knowledge and skills are necessary for effective instruction of K-12 computer science? In recent years, standards and a national framework have delineated universal learning student outcomes in K-12 computer science (CS) education, but there has been less focus and coherence on what is required of teachers to prepare their students to equitably meet these learning outcomes. The 2020 CSTA Standards for CS Teachers were designed to meet this need. In this BoF session, we will provide a platform to discuss the evidence base aligned to each of the five teacher standards: (1) CS Content Knowledge and Skills, (2) Equity and Inclusion, (3) Professional Growth and Identity, (4) Instructional Design, and (5) Classroom Practice. Participants will share their knowledge and experience in a facilitated conversation organized around focal questions for each standard.

No abstract available.