  Emerging technologies like generative AI tools, including ChatGPT, are
increasingly utilized in educational settings, offering innovative approaches
to learning while simultaneously posing new challenges. This study employs a
survey methodology to examine the policy landscape concerning these
technologies, drawing insights from 102 high school principals and higher
education provosts. Our results reveal a prominent policy gap: the majority of
institutions lack specialized guide-lines for the ethical deployment of AI
tools such as ChatGPT. Moreover,we observed that high schools are less inclined
to work on policies than higher educational institutions. Where such policies
do exist, they often overlook crucial issues, including student privacy and
algorithmic transparency. Administrators overwhelmingly recognize the necessity
of these policies, primarily to safeguard student safety and mitigate
plagiarism risks. Our findings underscore the urgent need for flexible and
iterative policy frameworks in educational contexts.
