The Louis Department of Education (LDOE)’s AI integration framework (框架) is a comprehensive, responsible approach to maximizing AI’s benefits. Adopting a continuous cycle of exploration and im

The Louis Department of Education (LDOE)’s AI integration framework (框架) is a comprehensive, responsible approach to maximizing AI’s benefits. Adopting a continuous cycle of exploration and improvement, it empowers schools to adopt AI responsibly while prioritizing student safety and future readiness. The framework aims to create a sustainable environment that improves teaching, learning, and outcomes through research, policy, community involvement, and ongoing evaluation.

—	—
Purpose & Research: This component stresses setting clear goals for AI integration. It involves researching evidence-based practices, assessing AI’s benefits and challenges, and identifying tools in line with the city’s educational objectives to ensure purposeful and informed application.	Evaluation & Monitoring: This component centers on assessing the impact of AI application in educational settings. It involves tracking student progress, measuring the effectiveness of AI tools and resources, and identifying areas for improvement. Regular monitoring ensures that AI initiatives are in line with educational goals and adapt to the changing needs of students and educators.
Engage Stakeholders: Recognizing that AI integration impacts various key participants, this component emphasizes active engagement and cooperation. Stakeholders like educators, administrators, students, parents, policymakers, and community members are involved in the process to gather different perspectives, address concerns, and build support for AI initiatives. This approach promotes trust, ownership, and joint responsibility in shaping the future of AI in education.	Policy & Guidance: This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools. Policy and guidance provide a structured approach to handling the complexities of AI integration and ensuring that it follows legal and educational principles.

—

Purpose & Research: This component stresses setting clear goals for AI integration. It involves researching evidence-based practices, assessing AI’s benefits and challenges, and identifying tools in line with the city’s educational objectives to ensure purposeful and informed application.

Evaluation & Monitoring: This component centers on assessing the impact of AI application in educational settings. It involves tracking student progress, measuring the effectiveness of AI tools and resources, and identifying areas for improvement. Regular monitoring ensures that AI initiatives are in line with educational goals and adapt to the changing needs of students and educators.

Engage Stakeholders: Recognizing that AI integration impacts various key participants, this component emphasizes active engagement and cooperation. Stakeholders like educators, administrators, students, parents, policymakers, and community members are involved in the process to gather different perspectives, address concerns, and build support for AI initiatives. This approach promotes trust, ownership, and joint responsibility in shaping the future of AI in education.

Policy & Guidance: This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools. Policy and guidance provide a structured approach to handling the complexities of AI integration and ensuring that it follows legal and educational principles.

A school in the city of Louis is planning to introduce an AI tool to help students with learning. The teacher in charge is looking for ways to avoid the misuse of students’ personal data. Which component should the teacher mainly refer to?