New York City Mayor Zohran Mamdani has ordered a one-year ban on the use of generative AI in public school classrooms for students from kindergarten to grade 8, aiming to foster independent learning skills.
‘Not knowing the answer is part of learning,’ Mamdani said, emphasising that the temporary suspension is designed to encourage self-reliance and critical thinking among younger students.
The policy directly impacts over 600,000 public school students from kindergarten through grade 8 (equivalent to Matthayom 2 in Thailand). Under the directive, generative AI tools, software and chatbots are strictly prohibited for classroom use by pupils.
However, teachers are still permitted to use AI to assist in lesson preparation. Exceptions are also made for students with special needs, who may continue using AI tools as assistive learning technologies.
The ban will take effect for the 2026-27 academic year. Over the course of the year, city officials plan to conduct evaluations alongside teachers, parents, student groups and experts to determine whether the restriction should be extended.
Mamdani stressed the need to reset educational priorities, saying children should interact directly with educators, collaborate with peers, and feel empowered to ask questions, imagine and seek solutions independently.
‘Not knowing the answer, so that you go out and find it yourself – that is what learning ought to be,’ the mayor said.
While younger pupils face a ban, high school students will instead be required to attend an AI Literacy course twice a year. The curriculum will focus on critical thinking, information bias, safety risks and the ethics surrounding generative AI and related technologies.
The new policy also introduces strict daily screen time limits to ensure student safety and align with the updated learning framework. Screen time will be capped at 30 minutes per day for primary students in grades 3-5, and 45 minutes per day for middle school students in grades 6-8.
Highlighting his perspective on the tech industry, Zohran Mamdani challenged the prevailing narrative surrounding automation in schools.
‘Technology tries to convince us that integrating AI into education is both necessary and inevitable,’ he said, noting that the pause would allow the city to thoroughly study the broader impacts of the technology on child development.