Released last week and developed in collaboration with Whiteboard Advisors, a consulting firm focused on educational equity and economic mobility, the report includes responses from ed-tech directors, state chief information officers and other state education leaders in 47 states, according to a recent news release. It suggests U.S. schools are experiencing a significant transition amid rapidly emerging technology, cuts to education funding and changing policy landscapes.
“The rise of AI as a top state priority reflects just how quickly the education landscape is evolving,” SETDA Executive Director Julia Fallon said in a public statement. “But what stands out in this year’s report is the through-line of commitment: state leaders are not chasing trends, they are developing policy and building frameworks that protect students, empower educators, and make technology a true driver of equity and impact.”
For the 2025 report, SETDA and Whiteboard Advisors also brought together leaders from 14 states and affiliate organizations to better understand how they are approaching the implementation of AI in their communities.
“This is the work of system change, and states are leading the way,” Fallon said in a public statement.
AI BECOMES TOP PRIORITY
The swift development of AI reflects states moving quickly to build guidance, policy frameworks and professional learning around AI, and even hire AI specialists in some agencies, the report said.
In North Carolina, for example, the state appointed a consultant to lead its AI initiatives, including AI classroom guidelines, the facilitation of regional AI summits, and AI-specific professional development.
Virginia is also investing funds to support K-12 AI integration, from robotics to Advanced Placement and International Baccalaureate courses.
“AI is embedded in our computer science standards,” Calypso Gilstrap, executive director in the Virginia Department of Education's Office of Innovation, said in a public statement. “That means it’s a legitimate focus for instructional planning and PD — especially when we’re looking at cross-subject connections, like AI in math.”
MOST PROMINENT UNMENT NEED: DURABLE FUNDING
Since the end of pandemic-era emergency funds, states are facing challenges in continuing ed-tech initiatives, the report found. The loss of funding is also exacerbated by a decline in public school enrollment nationwide.
“The percentage of respondents unsure if they will have funds to sustain these efforts nearly doubled in the past year,” the survey revealed. “Similarly, the number of survey respondents who indicate that their state has identified funds to sustain broadband efforts decreased by 11 percentage points, with a 9 point increase in uncertainty about where states will find money for those efforts.”
The report highlights how statewide grants in Utah over the past decade significantly improved student learning and formed a strong foundation that prepared its schools for when new tech was introduced.
“The state’s strategic investment in teachers is paying off,” the report said. “Because [digital teaching and learning] investments had already brought high-speed Internet, widespread access to devices, and trained a statewide network of instructional technology coaches, districts didn’t have to worry about infrastructure."
DEVICE USE IS GETTING MORE ATTENTION
Following the U.S. Surgeon General’s 2023 advisory on the youth mental health crisis, the report said, state and school leaders are exploring the necessity and efficacy of device bans in classrooms.
While the report noted that 3 out of 4 respondents indicated “their state had either adopted a strict device ban, issued guidance regarding device restrictions, or has been considering one of these options,” some states, like Delaware, are taking an alternative approach to mitigate the negative impact of prolonged screen time.
Rather than banning devices, Delaware is prioritizing comprehensive media literacy and digital citizenship education based on the Digital Citizenship Education Act, according to the report.
“From Internet safety and online ethics to understanding bias in digital content, the law requires all public and charter schools to ... [ensure] students receive consistent standards-aligned digital literacy education across the state” the report said.
PROFESSIONAL LEARNING IS STILL UNDERRESOURCED
States reported that professional development for school staff, especially teachers, remains a crucial need — especially surrounding how to safely and effectively integrate AI into learning, according to SETDA.
“Professional learning rightfully earned its spotlight in this year’s report because it kept coming up in survey responses and interviews with state leaders,” the report said. “Perhaps most importantly, the spotlight provided an opportunity to showcase what’s possible when states invest consistently in teachers.”
For example, SETDA highlighted the Nebraska Department of Education (NDE) Learning Network in its effort to curate "high-quality, scalable, and cost-effective development opportunities." The collaborative infrastructure, according to SETDA’s report, has teacher-created content that evolves along educators’ individual needs.
“Signature offerings like Project Para — a training program for paraeducators in early childhood, special education, and Title I settings — now draw thousands of users each month,” the report stated. “Since its launch, the network has grown to serve over 60,000 users, far exceeding Nebraska’s own educator workforce of 25,000.”
CYBERSECURITY IS STILL CRITICAL
Despite falling behind AI as the No. 1 priority, SETDA’s report indicates that ongoing investment in cybersecurity infrastructure is of critical importance.
“Cybersecurity did not drop on the state technology priorities list but maintained its percentage score — receiving 21 percent in both 2024 and 2025,” the report said. “[T]he ascendancy of one ed-tech priority doesn’t necessarily come at the expense of other priorities. In fact, new emerging technologies like AI may actually increase the need for investments in infrastructure safety and access.”
