Irvine students, like their peers across Orange County, are actively exploring artificial intelligence (AI) outside the classroom, using it to create, discover, and learn independently. This trend, and its implications for K-12 education, was a key topic in a recent conversation between Project Tomorrow CEO Julie Evans and Orange County Superintendent Dr. Stefan Bean.
Ms. Evans, whose Orange County-based national education nonprofit Project Tomorrow has spent decades gathering insights from students, families, and educators, shared these observations on the Orange County Department of Education’s FutureCurrent podcast. Her central message is that educators and administrators should not merely ask students for their opinions, but actively listen to what they say to inform decisions about the future of learning.
While schools are developing policies and guidelines for AI use within the traditional educational framework, Ms. Evans notes a disconnect. Students are already integrating AI into their interests and learning processes outside of school, suggesting that AI is transforming education in ways not yet fully embraced by institutional structures. This divergence presents an opportunity for schools to rethink their approach to AI and to involve students more deeply in these conversations.
The discussion also addressed common assumptions about young people and AI, particularly concerns about academic integrity. Ms. Evans cited research indicating that 63 percent of students are worried about being falsely accused of using AI to cheat. She also relayed perspectives from ninth-grade students who shared their views on learning methods and assessment practices.
Beyond AI, Ms. Evans emphasized the importance of student agency and “free-agent learning,” which describes students pursuing knowledge based on their own curiosity and interests. She challenged the idea that young people lack enthusiasm for learning, stating that they are passionate and have access to a vast world of knowledge through technology, often extending beyond what teachers or schools traditionally provide. This necessitates a shift in how students are prepared, empowering them to become self-directed learners.
To integrate this self-directed learning into classrooms, Ms. Evans suggested that schools rethink student choice. Instead of offering a limited selection of assignments, educators could give students more responsibility in deciding how they demonstrate what they have learned. She added that this approach is rooted in understanding individual students—their interests, strengths, and challenges—and fostering strong teacher-student relationships.
Looking ahead, Ms. Evans highlighted the challenge educators face in preparing students for an unpredictable future. Students themselves recognize the need for adaptability, with many identifying it as the most crucial skill for future success. Alongside adaptability, Ms. Evans underscored other “durable skills” such as critical thinking, problem-solving, and communication, which remain essential regardless of technological advancements.
Despite uncertainties about the future, Ms. Evans expressed optimism based on her interactions with young people, describing the current generation as hopeful. For Irvine’s K-12 schools, these insights suggest a continued evolution in educational approaches, prioritizing student voice and preparing learners for an adaptable future.
