The 2022 launch of ChatGPT has accelerated the need for school leaders (at both the district and building level) to make important and time-sensitive decisions related to the use of artificial intelligence in their schools. Given the rapid development of artificial intelligence, there are few established practices or guidelines for school leaders to rely on, and school leaders' current knowledge of artificial intelligence may be too limited to inform these decisions.

The rapidly evolving space of artificial intelligence (AI) is requiring school and district leaders to make sense of how emerging technology applications, including those that use generative AI (GenAI), are being integrated in schools and districts across the United States. Much uncertainty exists about what GenAI is, how it works, and what the implications are for students, families, educators, and the broader school community.

Youth and their caregivers can play a critical role in rebuilding communities that are heavily impacted from natural disasters. Trauma informed STEM education can support youth and their communities to heal and recover during the aftermath of disasters. In this project, the Maui community and University of Hawaii researchers will collaborate to understand the role of STEM education in helping youth process the events in their community via content related to wildfires and their environmental impacts.

Artificial intelligence (AI) is rapidly transforming society, and it is becoming increasingly clear to educators and researchers that K-12 students must be prepared for an AI-driven future. One crucial area that requires research is early childhood education (ECE) for children aged 5 to 8 years old. The potential impact of AI on early childhood cannot be overstated: there are far-reaching implications for language development, cognitive skills, sensory perception, and social-emotional development, which are the holistic goals of ECE.

Rapid developments in artificial intelligence (AI) and machine learning (ML) applications have led to nation-wide calls for supporting youth in the development of artificial intelligence literacy, competencies needed to effectively interact with and critically evaluate artificial intelligence. Most importantly, a broader range of youths must be equipped to understand how these technologies work, their personal and social impacts, and how they may increase or undermine equity.