59% of Georgia Teachers Now Use AI for Lesson Planning

Nearly six in ten Georgia teachers are using artificial intelligence to prepare for class or in the classroom, according to a new report from the Georgia Department of Audits and Accounts that surveyed more than 13,000 educators statewide.

The findings, first reported by the Georgia Recorder, reveal a technology that has moved rapidly from experimental to mainstream in K-12 education—along with significant concerns about how students are using the same tools.

Teachers embrace AI for planning, not grading

Among teachers who use AI, 95% reported using it for instructional planning and preparation at least a few times per year, with more than half using it weekly. The technology helps educators create lesson materials, develop classroom activities, and save time on administrative tasks.

Venecia Whyte-Foster, a middle school English teacher in Savannah-Chatham County, told the Georgia Recorder she adopted AI early and now uses personalized chatbots to create escape room-style games where students must demonstrate mastery of concepts to progress through levels.

"They have to ask a question directly toward the topic, and then the chatbot will give them more questions, give them information and then ask them questions, and until they're able to answer those questions effectively, they cannot move on," she said.

Nearly 90% of teachers who use AI reported positive impacts, including time savings, improved lesson materials, and increased student participation. However, 62% said they never use AI to grade student work—the task educators were most hesitant to delegate to the technology.

Why it matters

The audit captures a pivotal moment in education technology adoption. As AI becomes standard in professional work, schools face pressure to prepare students for an AI-enabled workforce while protecting core learning skills. The tension between efficiency gains for teachers and learning risks for students will shape education policy and practice for years to come.

Student use raises red flags

While teachers are adopting AI for their own work, they're far more skeptical about student use. A majority of middle and high school teachers reported that AI had a somewhat negative or very negative impact on student learning. High school teachers said their students use AI on assignments at least half the time.

Teachers who don't use AI cited concerns that students would become overly reliant on the technology, potentially damaging critical thinking skills and encouraging academic dishonesty. Educators also raised questions about AI accuracy, data privacy, and ethical implications.

Xiaoming Zhai, an associate professor at the University of Georgia who directs the AI4STEM Education Center, acknowledged these concerns but urged teachers to engage with the technology regardless. "If they're not able to use AI, how can they expect them to educate the future workforce to be able to use AI responsibly and ethically?" he told the Georgia Recorder.

More than half of surveyed teachers said they require in-class work or writing to manage student AI use, while half work to clearly define what constitutes AI abuse and cheating. Forty-three percent use software to detect AI-generated content in student assignments.

Training gaps persist

About two-thirds of teachers reported receiving guidance on AI use, while 70% said they had received training. However, 27% received neither. Responses varied widely within individual districts, suggesting either inconsistent communication about available resources or uneven distribution of training opportunities. Teachers in high-poverty districts were more likely to report receiving no guidance or training.

The Georgia Department of Education appointed an AI ethics and impact officer in January 2025 and released guidance on best practices. State School Superintendent Richard Woods emphasized that AI should remain a tool rather than a replacement for teacher expertise or student critical thinking.

The Georgia Recorder, part of States Newsroom, first reported these findings from the state audit.