k-12
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- PaperEdArXiv (OSF Preprints)21 Jul 2026
Toward Responsible AI Implementation in K–12 Music Education: A Human-Centered Conceptual Framework Informed by Emerging U.S. Educational Priorities
Jose Gregorio Reinoso Yepez
The paper proposes a Human-Centered Conceptual Framework for responsible AI implementation in K-12 music education, drawing on emerging U.S. educational priorities such as AI literacy, data privacy, and equitable access. It argues that AI tools can support adaptive practice and composition, but their value depends on preserving pedagogical integrity and teacher agency. The framework positions AI as a support system within an ecosystem shaped by pedagogy, educator leadership, ethical governance, and professional capacity building.
Original abstract
Artificial intelligence (AI) is increasingly reshaping K–12 education, influencing curriculum design, instructional practice, and educational governance. Emerging U.S. priorities emphasize not only technological innovation but also responsible implementation, AI literacy, data privacy, and equitable access. These priorities are especially relevant to K–12 music education, where learning depends on cognitive, artistic, emotional, and social dimensions requiring sustained teacher guidance. Although AI-supported tools offer promising applications for adaptive practice, automated feedback, and AI-assisted composition, their value depends on implementation conditions that preserve pedagogical integrity and teacher agency. This conceptual article develops a Human-Centered Conceptual Framework for Responsible AI Implementation in K–12 Music Education, drawing on U.S. priorities, international governance frameworks, and contemporary scholarship. The framework positions AI as a support system within an educational ecosystem shaped by pedagogy, educator leadership, AI literacy, ethical governance, professional capacity building, and continuous improvement, offering a conceptual foundation for future research, policy, and practice in music education and other K–12 settings.
- PaperERIC — ELT & TESOL1 Jan 2025
Teacher Perceptions of Mental Health and Socio-Emotional Learning Challenges of English Language Learners
Nilufer Guler, Dincer Guler, Kyle Bush
Teachers perceive significant socio-emotional learning and mental health challenges among K-12 English language learners, and many feel ill-equipped to address these needs. In a study involving surveys and interviews with 120 and 20 teachers respectively, participants described limitations and proposed solutions such as teacher training on ELL education and SEL, inclusion of ELL backgrounds in curricula, and greater collaboration with school counselors.
Original abstract
A fast-growing percentage of students in K-12 classrooms are English language learner (ELL) students, and a large number of these students are experiencing a vast array of academic and non-academic challenges at school. Many ELL challenges involve inadequate socio-emotional learning (SEL) skill development, as well as mental health obstacles, and many schools are not equipped with the resources needed to address and resolve these challenges for ELLs. In this study, we focus on teacher observations of the SEL and mental health challenges that K-12 students face. In the initial survey, 120 teachers participated regarding ELLs and these challenges. Following the initial survey, 20 teachers participated in interviews to discuss the challenges they have experienced with ELLs in their courses. The teachers we interviewed described their own perceived limitations in adequately addressing the needs of ELLs; they also provided their observations and potential solutions. It is essential that ELLs receive the necessary support to facilitate their SEL development and improve their mental health and well-being. We recommend supporting the improvement of SEL skills and the mental health of ELLs, including: teacher training on ELL education and SEL; inclusion of the backgrounds and cultures of ELLs in the context of courses and school activities; and more emphasis on school counselors working with teachers on improving the SEL and mental health of ELLs.