Helen Crompton, Diane Burke, Aras Bozkurt, Christine Nickel, Fengchun Miao, Mark Pegrum, John Curry, David Parsons, Adam Edmett, LeeAnn Lindsey, Manuel CASADO GARCÍA, Agnes Chigona, Curtis J. Bonk, Francisco Bellas, Mourad Benali, Pat Yongpradit, Agnieszka Palalas, Andreia de Bem Machado, Hasan Tınmaz, Jinhee Kim, Johanna Velander, Junhong Xiao, Lenandlar Singh, Mohan Yang, Mohd Ali Samsudin, Sean Yu
The rapid emergence of generative artificial intelligence (GenAI) has introduced both opportunities and challenges for education systems worldwide. Educational stakeholders are grappling with fundamental questions of how to guide students on whether and when, and in what ways, they should use GenAI. In this study, a framework was developed to guide K–12 policies and guidelines on the use of GenAI. Using the Delphi technique and collective writing, expert perspectives were gathered from participants across 20 countries and six continents. The analysis identified eight key topic areas for K–12 GenAI policy and guideline development: (1) data privacy and security, (2) ethical and responsible use, (3) equitable access, (4) academic integrity, (5) human oversight, (6) GenAI literacy, (7) curriculum integration, and (8) governance and review. A complementary six-part framework was also constructed to support policy relevance and currency through multi-stakeholder governance, continuous review, ongoing training, awareness of external developments, outcome monitoring, and transparent communication. Together, these frameworks advance the scholarly and practical understanding of how GenAI policies can be designed and maintained in schools.