Preparing Students for an AI-Enabled Future: ERA-NOVA Convening Explores the Path Forward
July 14, 2026
By Christy Hudson
As artificial intelligence rapidly transforms the way people learn, work, and communicate, educators are facing a new challenge: not simply whether AI belongs in classrooms, but how to prepare students to use it responsibly, ethically, and effectively.
That question recently brought education leaders from across Northern Virginia to George Mason University’s Fairfax campus for the Educational Research Alliance of Northern Virginia's (ERA-NOVA) June convening hosted by the College of Education and Human Development (CEHD). The event brought together school division leaders, CEHD faculty, and community partners to explore the evolving role of artificial intelligence in PK–12 education and consider what it means to prepare students for a future in which AI will become an increasingly common part of everyday life.
"This convening is not ultimately about artificial intelligence," said CEHD Dean Ingrid Guerra-López. "It's about preparing educators to create the kinds of learning experiences that develop critical thinking, sound judgment, creativity, and the ability to solve complex problems. Artificial intelligence simply raises the urgency of that work."
That perspective framed the day's discussions and was reinforced by keynote speaker Tara Nattrass, Managing Director of Innovation, Partnerships, and Learning at Lenovo, who explained that conversations about AI in education are ultimately conversations about people.
Rather than focusing exclusively on emerging technologies, Nattrass challenged attendees to think about how schools can preserve the human elements of learning while equipping students with the knowledge and skills they will need to thrive in an AI-enabled world. Drawing on research in learning sciences, workforce trends, and digital citizenship, she emphasized that technology should strengthen, not replace, critical thinking, creativity, relationships, and meaningful learning experiences.
"What brings me hope is that unlike other general-purpose technologies, I actually have to be good at some very deep skills to use the tools well," Nattrass said. "I need to be really good at specifying goals. I need to be able to articulate strengths and decompose problems. These are the kinds of durable skills we want our kids to have."
The message resonated with participants as they examined how AI is already reshaping classrooms across the region.
Discussions revealed that Northern Virginia school divisions are progressing along different points of the AI journey. Some districts are still establishing policies and answering foundational questions about what AI is, which tools are appropriate, and how they should be used in schools. Others have begun implementing professional learning, developing governance structures, and introducing AI literacy initiatives for teachers and students.
Despite these differences, participants found common ground around a shared challenge: preparing educators with the confidence and knowledge to guide students in using AI thoughtfully rather than simply restricting its use.
As one discussion group observed, many districts are moving from asking, "What is our AI policy?" to asking, "How do we help teachers use AI well?" Participants agreed that professional learning must meet educators where they are, beginning with foundational AI literacy before expanding into classroom applications and student learning.
Case study discussions further illustrated the complex decisions schools are navigating. Rather than viewing AI as simply another tool to prohibit or permit, participants explored how educators can design learning experiences that emphasize critical thinking, authentic assessment, and responsible decision-making. Several groups discussed shifting away from blanket bans toward clear expectations for when AI is appropriate, when it should be limited, and when students should demonstrate their own understanding without technological assistance.
Others emphasized that the conversation should focus less on policing student behavior and more on preparing teachers to guide AI use effectively.
"How do we teach teachers?" emerged as a recurring question during the discussions, with participants emphasizing the need for professional learning that helps educators establish classroom expectations, teach effective prompting strategies, and foster responsible AI use among students.
Throughout the day, participants also returned to a common theme: technology alone cannot solve educational challenges. AI has tremendous potential to personalize learning, improve efficiency, and expand access to information, but meaningful learning still depends on human relationships, critical thinking, and sound instructional practice.
"Technology is not always going to be the solution," Nattrass reminded participants.
Research presented during the keynote highlighted the importance of preserving opportunities for productive struggle, collaboration, and authentic human connection as AI becomes more integrated into classrooms.
The convening also featured industry perspectives demonstrating how AI is transforming professions well beyond education. Representatives from Micron Technology and X Factor Volleyball shared examples of AI supporting semiconductor manufacturing, predictive maintenance, athlete wellness, and performance analytics. Across industries, speakers emphasized a consistent theme: AI is augmenting human expertise rather than replacing it, enabling professionals to analyze complex data more efficiently while still relying on human judgment, experience, and decision-making.
Participants also explored broader societal implications of AI, including workforce transformation, student well-being, digital citizenship, and the importance of maintaining opportunities for productive struggle. As AI-generated content becomes increasingly sophisticated, they discussed the growing importance of helping students evaluate information critically and navigate an increasingly complex digital landscape.
"It is becoming more and more challenging to know what is real, and to be able to define what is true, here is what is real, and here is how we move forward," Nattrass said. "That is the world our students are living in, and it is the world we are all living in. And how we lead in that space, and how we respond in that space, matters a lot."
Throughout the convening, attendees returned to a common conclusion: the future of AI in education depends not only on technological innovation but also on thoughtful leadership, educator preparation, and collaboration across school divisions and higher education.
"One of ERA.NOVA's greatest strengths is creating space for school divisions and university partners to wrestle with these questions together,” said Audra Parker, Director of the Office for Teacher Preparation at George Mason’s CEHD. AI is evolving rapidly, and no one organization has all the answers. By learning from one another and grounding our work in both research and practice, we can better prepare educators and students for what's ahead."
Participants identified several priorities for future collaboration, including modular professional learning, AI literacy for educators and students, train-the-trainer models, and stronger alignment between policy and classroom practice. Many also emphasized that AI should not be treated as a standalone initiative but integrated into broader efforts to prepare future-ready graduates equipped with the technical, ethical, and interpersonal skills needed for an evolving workforce.
As the convening concluded, participants returned to a central question that had surfaced throughout the day: How can schools prepare students not just to use AI, but to navigate a world increasingly shaped by it?
"The question isn't whether they'll use it," Nattrass reminded the audience. "The question is whether anyone taught them how."
That challenge lies at the heart of ERA-NOVA's work. As school divisions, university faculty, and industry leaders continue learning from one another, the focus is not on keeping pace with technology for its own sake, but on preparing students with the knowledge, judgment, and durable skills they will need to thrive in an AI-enabled world.