Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, Man Su (2026) 📄 Full text (arXiv)
As AI technologies enter k-12 classrooms, understanding how different stakeholders perceive these tools is critical. This paper identifies a significant trust gap between teacher-role and student-experience perspectives on control and agency in classroom AI systems. Students generally desire greater autonomy and flexibility when interacting with AI tools, while teachers prioritize oversight, monitoring, and structured control to maintain pedagogical alignment. These misalignments have direct implications for ai-literacy programs that must address both stakeholder perspectives to build effective student-ai-interaction in learning environments.
Related Pages
- automated-grading — Automated assessment approaches in computing education
- llm — Large language models and their applications
- k-12 — K-12 education context
- ai-literacy — AI literacy frameworks and assessment
- student-ai-interaction — How students interact with AI systems
- scaffolding — Instructional scaffolding techniques
- ai-generated-content — AI-produced educational materials
- learning-analytics — Data-driven analysis of learning behaviors
- formative-assessment — Formative assessment in AI-enhanced education
- active-learning — Active learning approaches
Citation
APA: Tomohiro Nagashima, Lisa Siegrist, Niklas Scholz, Shintaro Sato, Martina Vincoli, Man Su (2026). Mind the Trust Gap: Identifying (Mis)alignments in Teacher-Student Views Toward Control and Agency in K-12 Classroom AI. arXiv:2607.01506.