Education leaders attending a major technology summit this spring came away convinced that artificial intelligence will reshape how schools teach and learn, but they're equally focused on ensuring the technology serves a clear educational purpose rather than becoming an end in itself. Thirty doctoral students from USC Rossier School of Education's Doctor of Education in Educational Leadership program attended the ASU+GSV Summit in San Diego in April, where they networked with over 700 speakers and industry leaders while exploring how AI is transforming K-12 and higher education.

The summit, held annually since 2010, brings together entrepreneurs, educators, investors, policymakers, and business leaders to examine emerging trends in education technology. This year's theme was "The Power of Fusion," reflecting the conference's focus on bringing together diverse stakeholders in the education ecosystem. For the USC Rossier students, the event provided more than just exposure to cutting-edge ideas; it offered a chance to reflect on the ethical and practical implications of integrating AI into schools.

What Questions Are Education Leaders Asking About AI in Schools?

Rather than celebrating AI as a silver bullet for education, the doctoral students who attended the summit left with thoughtful, probing questions about how the technology should be deployed. One graduate, Alex Rose Wiesel-Brown, an actress and adjunct faculty member at the American Musical and Dramatic Academy College of the Performing Arts, focused on a fundamental question: how can institutions use AI to handle routine tasks so that human creativity and critical thinking can flourish.

"We can use AI for the busy work, so our human brains have the freedom and capacity to create art," Wiesel-Brown reflected after the summit.

Alex Rose Wiesel-Brown, Adjunct Acting Faculty at American Musical and Dramatic Academy College of the Performing Arts

Gladys Aparicio, Director of Special Education at Alliance College-Ready Public Schools, approached the summit with a different lens. She emphasized that the value of AI in education depends entirely on who uses it and how intentionally it's deployed. Her reflection captures a growing concern among education professionals: that technology adoption without clear purpose can actually undermine learning.

"AI will continue to reshape how we learn, but its value will depend on who uses it and how we can use it with clear purpose and intention," Aparicio stated.

Gladys Aparicio, Director of Special Education at Alliance College-Ready Public Schools

Syeda Saima Ferheen Bukhari, who has tracked AI's evolution in higher education as both a practitioner and researcher, emphasized the importance of maintaining human oversight and ethical responsibility as institutions integrate these technologies more deeply. She noted that while AI agents are increasingly being used in personalized learning, academic research, and student workflows, the challenge ahead extends beyond technological capability.

"What became most apparent was a shared momentum toward reimagining learning ecosystems. The challenge ahead lies not only in advancing technological capability but also in ensuring that its application aligns with the broader purposes of education," Bukhari explained.

Syeda Saima Ferheen Bukhari, Practitioner and Researcher in Higher Education AI

How Are Education Leaders Preparing for AI Integration?

The summit featured presentations and discussions across multiple dimensions of AI in education. Attendees explored topics that reflect the complexity of bringing AI into schools responsibly:

• School Governance: How institutions can create governance plans that establish clear policies and oversight for AI tools in educational settings.
• Workforce Readiness: How to equip students with the skills and mindset needed to thrive in an AI-ready workplace and economy.
• Classroom Integration: Practical approaches to integrating AI into teaching and learning without replacing human connection and critical thinking.
• Research Applications: The role of AI agents in supporting academic research and helping students develop research skills.

For many of the doctoral students, the summit also provided an opportunity to reflect on representation and access in the education technology space. Luis Saballos, director of student affairs at the USC Department of Astronautical Engineering, noted that attending the conference was transformative, but he also recognized that many people from underrepresented backgrounds lack access to such professional development opportunities.

"I sincerely hope that more individuals who come from backgrounds like mine have the opportunity to experience spaces like this in the future. It has inspired me to one day be in a position where I can fund and create similar opportunities for others to attend conferences like this because the exposure, connections and mindset shifts are truly life-changing," Saballos said.

Luis Saballos, Director of Student Affairs at USC Department of Astronautical Engineering

Why Does Networking Matter More Than Just Hearing Speakers?

While the summit featured prominent speakers including former Chicago Mayor Rahm Emanuel, actress Goldie Hawn, and ASU President Michael Crow, USC Rossier Senior Fellow Doug Lynch emphasized that the real value of the conference lies in the networking opportunities and informal conversations. For Dana Tate, a first-year doctoral student in the program, the chance to meet peers in person was invaluable, especially since she primarily attends courses online.

Sridaya Mandyam-Komar, who graduated from the program in spring 2026, found the most rewarding aspect of the summit was connecting with professionals across different disciplines. As a former math and engineering teacher, she was particularly interested in discussing how educators and edtech professionals could collaborate to address challenges facing K-12 schools. She also had the opportunity to meet California State Superintendent of Public Instruction Tony Thurmond, a speaker at the event.

The summit's focus on what organizers call "fusion" reflects a broader shift in how education leaders are thinking about technology. Rather than viewing AI as a standalone solution, attendees were encouraged to see it as one tool within a larger ecosystem that includes educators, technology companies, government agencies, nonprofits, foundations, and venture capital investors. This collaborative mindset suggests that the future of AI in education will depend less on the sophistication of the technology itself and more on how thoughtfully it's integrated into schools and classrooms.

Doug Lynch plans to make the ASU+GSV Summit an annual experience for EDL program students, creating ongoing opportunities for them to engage with leaders transforming the education technology sector while grappling with the fundamental questions shaping the future of how we teach and learn. For education professionals navigating the rapid evolution of AI, these conversations about purpose, ethics, and human connection may prove just as important as the technology itself.