ASU Studios Spotlights Innovation with Panels and Reception at ASU+GSV Summit
At this year’s ASU+GSV Summit, it was clear that education is no longer confined by geography—or tradition. Beginning on April 6th, more than 7,000 educators, technologists, and policymakers converged in San Diego with a shared mission: reimagining the future of learning in an AI-driven world. Until the 9th, panels highlighted real transformation that comes from tools, yes—but also trust, timing, and teamwork. The Learning Transformation Studios hosted four vital discussions, centered around AI integration in U.S. classrooms, building cross-border training programs to support Mexico’s growing semiconductor industry, integrating health, education, and technology in early education, and breaking the algorithm of misinformation. The 16th annual ASU+GSV Summit marked another year highlighting transformative innovation changing the world of education.
The Promise and Perils of AI in the Classroom: What Educators Really Think About Technology
The Promise and Perils of AI in the Classroom panel heard directly from those on the ground in AI integration in education. Julie Evans, CEO of Project Tomorrow, shared findings from surveys that the company conducted, promoting the voices of students, parents, teachers and administrators nationwide. A key finding from this survey ascertained that AI adoption among teachers is low due to lack of perceived value, not lack of access or training. According to Evans, “58% of teachers are telling us this school year they have not talked to their students about AI at all in the classroom.” Though, Evans also finds that, “Parents actually are supportive of the use of AI within education. In fact, two thirds of parents have told us this year they think students should be allowed to use AI to support schoolwork. We asked why. 83% of parents and education guardians say it’s to help their students create and develop the skills they need for future job success."
The question then became, how can AI integration be valuable to educators? Evans has a solution, along with her fellow panelists. Evans believes that a personalized value proposition is necessary, showing teachers “what it means in the classroom for them as an instructor and also the outcomes for their students.” Angel Rivera, fellow panelist and Superintendent of the Mesquite Independent School District in Texas, has done exactly that. In 2020, Rivera initially launched a district-wide rollout of a custom AI model designed specifically in the aim of “targeting the students' aptitudes and passions so we can then adapt instruction on an individualized level.” According to Rivera, “We started with a small number of early adopters. And although we launched district-wide, we had to quickly go back to the drawing board and start with schools within our system to pilot the program, and that’s when we started seeing success. Small success. I will be transparent. Still to this day, there are schools that haven’t taken it in. We have seven schools out of 52, and we’ve been rolled out for four years already. So, it’s a slow process.” Despite this, integration continues, with Rivera offering advice that “we must continue... fertilize the ground. Train…Equip them with support… focus your efforts on supporting that teacher because one teacher advocating for utilization of AI in the classroom is a lot better than 10 superintendents or 10 principals talking about it.”
While Rivera offered a ground-level look at classroom integration, panelist Liz Graswich, Director of Public Affairs and Communications at the LA County Office of Education, zoomed out to examine how entire districts—and even county-wide systems—can prepare educators for AI through collaboration, literacy, and flexible governance. Graswich directly validates that “the most important thing we needed to focus on was AI literacy.” Going on to say “that has been much of the work that we’ve been doing this year is, you know, going out, speaking to our districts, trying to help provide resources around AI literacy.” Graswich co-leads an AI governance panel created by LACOE with the Chief Technology Officer of the institution, because “we recognize that AI cannot just live in tech alone. It needs to be cross departmental. So, we have an AI governance council now made up of that's led by the CTO and myself, but made up of people from across different departments.” She emphasized the importance of building systems that can adapt quickly, advising that rigid guardrails won’t work in a rapidly evolving landscape. Instead, she advocated for what she called “bounce ropes”—flexible frameworks that allow for experimentation and movement while still providing structure. “There is not a clear direction,” she said. “This is evolving… and it’s changing so quickly.” To keep pace, she urged education leaders to focus on urgency, mindset shifts, and open dialogue across departments: “It’s about conversations. It’s not about rules anymore.”
Casey Cuny, another panelist, Valencia High School teacher, and 2023 teacher of the year, exemplifies the idea of evolving instruction by effectively employing AI use directly in his classroom. Cuny says, “I’m using it every day. Literally every day. I’ve got kids in GPT, Gemini, or Claude every day.” Cuny isn’t just leaving the students up to their own devices, either. Rather, he gives the students creative assignments and finds ways to layer in the use of AI models to support the students’ process of creation. For example, Cuny says of a specific assignment, “you’re gonna make a Canva infographic about this Viking myth we read, and you think you’re done, but now you’re gonna throw it into GPT with a custom prompt I give you: ‘Act like a graphic designer, help me make this better in Canva.’ And then I watch kids taking the directions and going to Canva. And then I had a girl come the other day and said she used everything she learned in that process to design something for a small business she wants to create.” Cuny’s efforts in enhancing learning with AI has dramatically improved student outcomes, leaving other teachers to “literally jaw-drop at what my students had turned out.” Though, support for students from intentional instruction is still necessary alongside AI use, as Cuny acknowledges that “AI literacy is not intuitive. This has never existed before. We gotta help the kids as well as the teachers learn to do it.”
Transforming Education in Mexico through Innovation and Collaboration
The Transforming Education in Mexico through Innovation and Collaboration panel heard leaders in Mexican higher education and workforce strategy discuss how binational partnerships are not only driving innovation but also bridging the gap between instruction at academic institutions and real-world labor demands. Dr. Fernando León-García, President of CETYS University and Chair of the International Association of University Presidents, stressed the importance of aligning education with current workforce needs, especially in the rapidly growing semiconductor sector, the industry that produces small electronic components necessary to power essentially all electronic devices. In collaboration with ASU, Santander Universidades, and semiconductor firms like Skyworks, León-García’s team led a gap analysis for five job functions critical to the industry, seeking to find what skills students need to achieve post-grad success. “Some [roles] involve soft skills. Others involve very specialized skills,” León-García explained. “This is helping us go back to what the universities are offering, see how we need to enhance the training programs, work on the train-the-trainer program, and then work on the ecosystem.” In his view, universities must do more than just modernize their curriculum; they must become responsive, industry-informed, and ecosystem-minded.”
Fernando Sepúlveda echoed this sentiment, noting that early efforts in Mexico’s semiconductor strategy were misguided in trying to mirror U.S. educational models without context. “The first impetus in the country was just to mirror what was being taught in the U.S. in terms of semiconductors. But most of the work in the U.S. is either in design or fabrication. And it turns out that fabrication is not going to happen in Mexico, at least not in the next ten years,” he said. Instead, Sepúlveda emphasized the need for educational programs that are uniquely suited to Mexico’s position in the global value chain, especially in downstream manufacturing and technician-level training. He identified English language proficiency as one of the biggest structural barriers preventing underprivileged populations from participating in high-growth tech sectors. “The lack of English level proficiency across Mexico is just a structural barrier to move faster,” he warned. “Whether we're talking about semiconductors, electromobility, artificial intelligence, data science, AI, health, whatever—we are finding a structural barrier that is not allowing us to go deeper to underprivileged groups.” His proposed solution is not to wait for traditional reform, but to use AI to help scale access to language training, virtual lab simulations, and personalized instruction for a broader, more inclusive student population.
Arturo Cherbowski, Executive Director of Santander Universidades, acknowledged the exciting momentum across institutions but urged attendees not to mistake progress for pace. “You have the workings of an ecosystem starting to come together to promote regional integration… but the pace of change is really slow.” Cherbowski noted that even when university presidents see the value of collaboration, internal inertia can prevent meaningful progress. “Presidents start to see it… but their teams might not. And because the structural incentives are still not there to collaborate, things stop.” In his view, true transformation requires change, not just in operations, but in mindset. He called on U.S. institutions to move beyond viewing partnerships with Mexico as merely revenue-generating, and to see them instead as strategic and necessary for long-term economic resilience.
Despite structural challenges, panelists shared examples of how AI is already being used to expand access to lifelong learning. One such initiative is Librepad, a partnership with Walmart designed to help the 40 million adults in Mexico without a high school diploma pass the national exam through AI-driven coaching. “At a ridiculously low cost, you’re going to be able to, hopefully, get the skill set that you missed in your earlier education,” León-García said. The program aims to offer high-quality, high-engagement content supported by AI agents who can tutor learners on their own time and at their own pace. The goal is to build education systems that are not only adaptive and personalized, but truly equitable in reach. AI, they believe, can make that possible—if institutions are willing to change how they operate.
The panel closed with a shared sense of cautious optimism. As Cherbowski put it, “It will no longer be a matter of choice… it’s now either we change the way that we operate, or we won’t be around.” Echoing the urgency of U.S.-based discussions around classroom-level AI, these panelists emphasized that systems-level innovation—across borders, sectors, and institutions—must be sustained by a commitment to collaboration and a willingness to shift deeply rooted assumptions.
Integrating Education, Health, and Technology a Vital Conversation at ASU+GSV 2025
At the 2025 ASU+GSV Summit, the panel “Integrating Worlds: How Technology Bridges Education and Health for Early Learners” brought together leaders from education, healthcare, and technology to reimagine support systems for children and families—especially in underserved communities. The discussion focused on how digital tools, data, and interdisciplinary collaboration are reshaping early learning and public health from birth.
Michelle Burton, CEO of Rising Communities, emphasized the real-world challenges of systemic inequities, particularly in maternal and infant health. While technology plays a role, her organization relies on community health workers for in-person engagement, prioritizing access and trust.
“The tools we use, like AI, can be empowering—or oppressive,” Burton said, cautioning against overreliance on tech in communities that may lack access.
Judith Karshmer, Dean of ASU’s Edson College of Nursing and Health Innovation, highlighted how students use AI to simulate clinical scenarios, but warned of the risks posed by fast-changing information channels. “People go to TikTok for drug side effect info,” she noted, urging health professionals to deliver accurate, digestible content where people are already looking.
Michael Yudell, Interim Dean of the College of Health Solutions, echoed the concern, pointing to misinformation and the urgent need for trusted, community-driven health literacy efforts. “We must co-design solutions with communities,” he stressed.
The panel emphasized place-based strategies and integrated systems that reduce the burden on families navigating fragmented services. Burton’s Reimagine Motherhood initiative aims to unify health, education, and social support systems in LA County.
Karshmer advocated for redefining healthcare teams to include technologists and, most importantly, community voices. “The most important person is that individual in the community,” she said.
When asked about hope and anxiety, all three panelists pointed to youth. Burton cited her granddaughter’s cynicism as a call to action: “They don’t have much hope—that’s our responsibility.” Yudell highlighted the teen mental health crisis, noting that 20% of kids now face serious mental health challenges. Karshmer, grounding her optimism in lifelong learning, called education a foundation for democratic engagement and change.
Ultimately, “Integrating Worlds” showcased how cross-sector collaboration and equitable tech integration can support healthier, more connected futures for children. With community partnership at the core, the path forward lies in building systems that work together—designed with and for every family.
ASU Learning Transformation Studios Leads Urgent Dialogue on Misinformation, Media Literacy, and Trust
“Breaking the Algorithm: The Role of Information, Data, and Local Journalism in a Fractured Media Age” addressed one of democracy’s most urgent threats: the rise of misinformation and the collapse of trust in media. The discussion featured experts in journalism, psychology, education, and community media, exploring how to rebuild an information ecosystem grounded in trust, equity, and collaboration.
A central theme was the evolving role of media literacy. In a world shaped by algorithms and confirmation bias, critical thinking must go beyond spotting fake news. Asheley Landrum, an ASU professor, emphasized that people are more skeptical of information they disagree with, but less critical of what confirms their beliefs. She advocated teaching students to recognize their biases, use lateral reading, and think before sharing.
Richard Coffin of USAFacts highlighted the challenge of making government data accessible. While institutions generate vast amounts of information, they often fail to present it in usable ways. He stressed the need for data that’s both machine-readable and human-comprehensible to restore civic trust and enable informed decisions.
Cross-sector collaboration, he argued, is key—bringing together educators, data scientists, and journalists to contextualize and deliver information communities can actually use.
The panel also spotlighted local journalism as a vehicle for civic engagement. Michele Siqueiros, CEO of the LA Local News Initiative, is building a nonprofit, community-based media network in LA County. Her approach flips the traditional model, empowering residents, especially youth, to tell their own stories and rebuild trust in local news.
“Communities have facts, too,” Siqueiros said. “They have experiences and knowledge that should shape the narrative.”
Mi-Ai Parrish, Managing Director of ASU’s Media Enterprise, warned of widespread distrust in institutions and challenged educators and media leaders to rethink how knowledge is shared. “We’ve frightened and exhausted people so much they don’t believe anything,” she said, calling for deeper partnerships and public-centered solutions.
The panel concluded with a provocative question: What must happen for a student graduating in 2030 to be AI-fluent, media literate, and civically engaged?
The answer: systemic transformation. Media literacy must evolve to meet the realities of algorithm-driven platforms. Education, journalism, and technology must come together to teach students how to analyze, question, and shape the information landscape—not just consume it.
Beyond the Panels
Alongside the organization and moderation of many engaging and dynamic panels, the ASU Learning Transformation studios effectively coordinated new partnerships, collaborations, and convenings throughout the course of the ASU+GSV Summit. The team helped catalyze partnerships between industry leaders—all committed to building more responsive, equitable and effective education systems.
Since its founding in 2010 by Michael Moe and Deborah Quazzo in collaboration with Arizona State University, the ASU+GSV Summit has served as a global stage for innovation in education and workforce development. As conversations increasingly center on AI, lifelong learning, and regional integration, the Summit remains a vital force in shaping the future of learning.