South Korea has reversed course on its ambitious AI textbook initiative following significant pushback from teachers and parents, offering crucial lessons for the United States as it pursues its own AI education agenda. On August 4, South Korea’s National Assembly passed an amendment stripping AI textbooks of their official classroom status, reclassifying them as supplementary materials instead.
The Korean Federation of Teachers’ Associations led the resistance, with a July survey revealing that 87.4% of teachers reported inadequate preparation and support for using the AI textbook materials. While the federation emphasized they “are not opposed to digital education innovation,” they argued that the rushed rollout without proper evaluation actually increased teacher workloads rather than reducing them. The majority of surveyed teachers insisted on autonomy to choose how to integrate AI tools based on their specific classroom needs.
Alex Kotran, founder and CEO of the AI Education Project, called the rollback “totally unsurprising,” emphasizing that research consistently shows the best outcomes occur in teacher-centered classrooms. “Anything that’s trying to move too quickly, focus on just the technology, without the adequate support for professional learning and development risks undermining that,” Kotran explained.
This development comes at a critical time for US education policy. In April, President Trump signed an executive order establishing an AI task force to promote “public-private partnerships” with AI industry organizations and redirect funding toward AI literacy in K-12 classrooms. However, Randi Weingarten, president of the American Federation of Teachers, pushed back against this approach, advocating instead for “investing in classrooms and instruction designed by educators.”
The evidence on AI in education remains mixed. A Gallup and Walton Family Foundation survey of over 2,000 teachers found that among those using AI tools, 64% reported higher-quality modifications to student materials, and 61% saw better insights on student learning. Yet the report concluded that “no clear consensus exists on whether AI tools should be used in K-12 schools.”
Kotran emphasized that while AI literacy is important for workforce readiness—particularly as JPMorgan analysts warn of increased white-collar job displacement—the focus should remain on developing durable skills like communication, problem-solving, and critical thinking through teacher-centered instruction. “When it comes to education, the AI just isn’t good enough to replace teachers yet,” he cautioned, warning against experimenting on children with unproven technology.
Key Quotes
Research shows that you’re going to get the best outcomes in teacher-centered classrooms, and anything that’s trying to move too quickly, focus on just the technology, without the adequate support for professional learning and development risks undermining that.
Alex Kotran, founder and CEO of the AI Education Project, explained why South Korea’s AI textbook rollback was predictable. His statement highlights the fundamental tension between technology-driven education reform and evidence-based pedagogical practices.
We must not be absorbed in introducing technology while ignoring the voices of teachers.
The Korean Federation of Teachers’ Associations issued this statement in their press release, emphasizing that while they support AI advancement in classrooms, implementation must involve educator input and adequate preparation rather than top-down technology mandates.
When it comes to education, the AI just isn’t good enough to replace teachers yet. And it’s a bad bet as a school, you’re basically saying, ‘Well, we assume the technology is going to get better and we’re going to somehow be able to get past all of the downside risks of overrelying on AI.’ These are unknown things. It’s a huge, huge risk to take. And if you’re a parent, do you really want to experiment on your kid?
Kotran delivered this stark warning about the dangers of over-relying on unproven AI technology in education, framing the issue in terms that resonate with parents and highlighting the ethical concerns of using students as test subjects for emerging technology.
Should be rejected in favor of what the research says works best: investing in classrooms and instruction designed by educators who work directly with students and who have the knowledge and expertise to meet their needs.
Randi Weingarten, president of the American Federation of Teachers, responded to President Trump’s executive order on AI in education, advocating for educator-centered approaches over public-private technology partnerships.
Our Take
South Korea’s reversal reveals a fundamental truth about educational technology: innovation without implementation support is destined to fail. The 87.4% teacher dissatisfaction rate isn’t about resistance to change—it’s about being handed tools without training, resources, or autonomy. This pattern repeats across EdTech history, from interactive whiteboards to one-to-one laptop programs.
What makes this particularly significant is the collision of two trends: AI’s increasing workplace presence and the lack of evidence for AI-driven learning outcomes. Schools face pressure to prepare students for an AI-saturated job market while simultaneously being warned that those same jobs may disappear. The solution isn’t choosing between AI literacy and traditional skills—it’s recognizing that effective AI integration requires empowered, well-trained teachers, not their replacement. The US would be wise to learn from South Korea’s expensive lesson before repeating the same mistakes at scale.
Why This Matters
South Korea’s AI textbook rollback represents a critical inflection point in the global debate over educational technology adoption. As one of the world’s most technologically advanced nations, South Korea’s retreat from AI-first education sends a powerful signal about the risks of prioritizing technology over pedagogy. This matters particularly for the United States, where the Trump administration is actively pushing AI integration in schools through public-private partnerships.
The timing is especially significant as AI threatens to displace white-collar jobs—the very careers many students are preparing for. This creates a paradox: schools must teach AI literacy to prepare students for an AI-driven workforce, while simultaneously ensuring they develop the critical thinking and communication skills that will remain valuable even as AI capabilities expand. The Korean experience demonstrates that rushing AI adoption without adequate teacher training and support can backfire, potentially undermining educational quality rather than enhancing it. For policymakers, EdTech companies, and educators worldwide, this serves as a cautionary tale about balancing innovation with evidence-based practices and respecting teacher expertise in the implementation process.
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Source: https://www.businessinsider.com/ai-in-school-south-korea-textbook-rollback-jobs-education-2025-8