Over the past two to three years, many college faculty have been actively experimenting with AI alongside their students, rethinking assignments, assessment, and academic integrity in real time. But during this same period, what were K–12 students and teachers actually doing with AI? Drawing on five lessons learned from working with over 200 K–12 teachers in Northwest Florida through Florida State University’s InSPIRE Initiative, this session examines how uneven access, policy constraints, and instructional choices have shaped students’ AI experiences before college and how those experiences will increasingly impact teaching and learning in higher education.
