AI in Education: Perceptions Around Use, Disclosure, and Guidance

Citation

DeBruler, K. (2026). AI in Education: Perceptions Around Use, Disclosure, and Guidance. Michigan Virtual. https://michiganvirtual.org/research/publications/ai-in-education-perceptions-around-use-disclosure-and-guidance

Abstract

This report examines student and teacher perceptions of appropriate AI use, guidance, and knowledge in Michigan Virtual courses and related school settings. Survey findings show that AI is already a meaningful part of many students’ academic experiences, with a majority reporting recent use for schoolwork. Students most often described using AI for brainstorming, editing, and explanatory support, suggesting that AI was primarily used as a tool to support learning rather than replace it.At the same time, the findings suggest that confidence about AI expectations is not always matched by clarity in practice. Students often reported broad confidence in understanding responsible AI use, but they were less certain about more procedural issues, especially when and how AI assistance should be disclosed. Nearly one-quarter of students also reported receiving no guidance about acceptable AI use, and those who did receive guidance often reported getting it from multiple sources.Student and teacher responses showed stronger agreement about what constitutes inappropriate AI use than about what constitutes appropriate use. Both groups largely agreed that unacknowledged, unverified, or misrepresented AI-assisted work was not acceptable. However, there was less consistency in judgments about support-oriented uses such as generating outlines, brainstorming ideas, or summarizing material. Teachers were generally more likely than students to view these bounded, support-focused uses as acceptable.Overall, the findings suggest that students and teachers may share clearer boundaries around AI misuse than around responsible use. The results point to a need for clearer examples, more explicit disclosure guidance, and more consistent expectations across contexts so that students and educators can better distinguish between appropriate support and inappropriate substitution.

Authors

  • DeBruler, Kristen

Reference Type

Report

Keywords

  • Artificial Intelligence
  • K-12 online learning
  • Online teaching
Select this as a favorite