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<p>Artificial intelligence (AI) is rapidly reshaping educational systems worldwide at a moment when educational change stands at a critical crossroads. Twenty-five years after the founding of the Journal of Educational Change, reform efforts confront intensifying political polarization, resource constraints, and slowed progress toward equity. While often framed as an instructional innovation, AI increasingly functions as a structural driver of change, reconfiguring governance, professional autonomy, and equity in PK-12 systems. Drawing on classical educational change scholarship and contemporary research on algorithmic governance, this conceptual essay argues that AI represents an infrastructural transformation rather than a discrete reform initiative. Predictive analytics, adaptive platforms, and automated assessment systems embed algorithmic logics into everyday schooling practices, potentially shifting authority away from educators and toward opaque technical systems. Without anticipatory governance, AI risks reinforcing structural inequalities and consolidating technocratic control. The future of educational change depends not merely on adopting innovation, but on ensuring that technological transformation remains guided by professional expertise, democratic accountability, and equity.</p>

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Educational change in the age of artificial intelligence: Anticipatory governance, equity, and the future of PK-12 systems

  • 期刊论文

  • 发表日期：

    2026年5月20日

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  • Francisca Beroíza-Valenzuela

摘要

Artificial intelligence (AI) is rapidly reshaping educational systems worldwide at a moment when educational change stands at a critical crossroads. Twenty-five years after the founding of the Journal of Educational Change, reform efforts confront intensifying political polarization, resource constraints, and slowed progress toward equity. While often framed as an instructional innovation, AI increasingly functions as a structural driver of change, reconfiguring governance, professional autonomy, and equity in PK-12 systems. Drawing on classical educational change scholarship and contemporary research on algorithmic governance, this conceptual essay argues that AI represents an infrastructural transformation rather than a discrete reform initiative. Predictive analytics, adaptive platforms, and automated assessment systems embed algorithmic logics into everyday schooling practices, potentially shifting authority away from educators and toward opaque technical systems. Without anticipatory governance, AI risks reinforcing structural inequalities and consolidating technocratic control. The future of educational change depends not merely on adopting innovation, but on ensuring that technological transformation remains guided by professional expertise, democratic accountability, and equity.