Months after Oregon signed an agreement with the Company of IT chips NVIDIA To educate kindergarten in the 12th year and students on artificial intelligence, details on the way in which IA concepts And “the literacy of AI” will be taught to children as young as 5 remain vague.
An April agreement Signed by Governor Tina Kotek, the executive director of the Higher Education Coordination Commission, Ben Cannon, and the CEO of Nvidia, Jensen Huang, orders $ 10 million in state money to expand access to AI education and career opportunities in colleges and schools in partnership with Nvidia.
Despite the agreement encompassing kindergarten schools to the 12th year, questions and requests for comments on the agreement of the Ministry of Education of Oregon remained unanswered.
A spokesperson for Oregon Education Association, the largest union of state teachers, did not comment on the agreement with NVIDIA but sent a group resolution 2025 on artificial intelligence which stipulates that the use of AI tools should be transparent in schools, that data security and confidentiality should be a priority and that teachers should be trained in the use of tools.
Cannon said in a press release that the agreement “would position Oregon higher education institutions and workforce providers to lead in the preparation of students for the application responsible for AI and cutting-edge technologies necessary in Oregon”.
NVIDIA, based in California, is the world's largest supplier of computer chips used for the processing of artificial intelligence systems, and Huang has deep Oregon connections as a graduate of Aloha secondary school and Oregon State University. Huang recently made a donation of $ 50 million to develop a supercalculculculculculculculifier research center, which in 2025 also obtained more than $ 70 million in funding from the State.
NVIDIA chips are used in generative AI systems like Chatgpt which are trained on texts of text and data taken on the Internet and used to provide text, image or other outings according to user prompts. The system has attracted the anger of many teachers and university professors, who see it used by the students to do their research and write for them. Many editors and publishers also be wary of AI tools that do their work on the Internet without salary or credit and use it to train AI systems.
But as such AI tools earn users, there is an increasing push to teach youth and younger students in public schools and the country's colleges on the way they work and how they could be applied in the increasingly technical future.
“Quick trip”
Only a week after Kotek signed the agreement with Nvidia, President Donald Trump published a executive decree “Advance the education of artificial intelligence for young Americans” by establishing a working group on the education of artificial intelligence.
Such ads reveal a clear concern of politicians – without investing in the education of AI, the Oregonians and the Americans will not be competitive for the jobs of the future and will be left behind.
“Nvidia collaborates with the state of Oregon on the training and implementation of labor to meet the growing demand for IA skills, promote economic growth and guarantee that Oregon's workforce remains competitive in the evolution of the technological landscape,” said the spokesman for Nvidia, Liz Archibald, in an email.
Oregon's agreement with Nvidia followed a California In August 2025, specific to higher education and vocational training. After Kotek signed the Oregon agreement, Mississippi And Utah also signed agreements.
According to Oregon's agreement, college teachers will be able to train to become “Nvidia ambassadors” on the campus, and the Oregon Ministry of Education will work with Nvidia and K-12 schools to “introduce concepts of fundamental AI”.
“The memorandum of understanding is intended to be wide and inclusive of the Ecosystem of Employees and Oregon training – which includes the education of kindergarten to the 12th year – Oregon can train and prepare students for well -remunerated jobs in a rapidly evolving crucial industry,” said Kotek spokesperson, Roxy Mayer, in an email.
Unknown applications
The agreement does not offer much granularity on the way in which lessons, concepts, ethics and literacy of AI will be integrated into class K-12 and College rooms. It lists a certain number of industries which would be engaged and impacted positively, in particular renewable energies, health care, agriculture, microelectronics and manufacturing – in particular the design and manufacture of semiconductors.
Archibald, company spokesperson, said Nvidia will first focus on “the university ecosystem”.
There are more than 600 “Nvidia ambassadors” on university campuses in the United States and abroad, according to the company. Professors can be certified via company training which then allows them to teach advanced AI and automatic learning technologies.
“This is how we will see new startups, new research breakthroughs and a workforce ready for the AI era,” wrote Archibald.
A key measure of success for the public private partnership is the number of ambassadors that colleges finally have on their campuses. It is, confirmed Mayer of the Governor's office, the first time that a company forced the higher education agency of the State to agree to promote its own “business ambassadors” on university campuses.
“We reject the premise that the company forced the State to authorize business players on university campuses to promote its business,” said Mayer.
Kotek in 2025 established a AI advisory adviceintended to analyze the advantages and potential risks of a broader adoption of AI in government and state agencies. The Council shared its action plan In February, which included the creation of a roadmap for the integration of AI based on the protection of government, privacy and security ethics. But the Higher Education Coordination Commission has no such framework or advice for colleges and universities.
The Oregon Ministry of Education was among the first in the United States give advice to K-12 schools in 2025. At least 28 states And the Columbia district has issued advice on the use of artificial intelligence in kindergarten schools to the 12th year.
“Because there is no existing law concerning the use of AI in schools, the role of Ode is to provide advice and support for school districts – not requirements,” wrote spokesperson Liz Merah. Many of these directives are similar to the media literacy directives, in particular by teaching students to recognize prejudices, inaccuracies and plagiarism and to understand copyright and license rights.
Risks and awards
Shiyan Jiang, assistant professor at North Carolina State University in Raleigh who is looking for how AI concepts are taught to students from kindergarten to 12th year, said there were a lot of variations in the way schools and teachers manage this instruction.
“There is this huge gap in terms of preparation of the different states in terms of subjects in classrooms,” she said.
It is important to have common ground so that students in Pennsylvania have the same knowledge to bring to arguments and conversations on the application of AI as students in California, she said.
“No matter what type of attitude we have towards AI, I think it is good for us to have a kind of basic knowledge on this subject, so that we can make solid arguments and think deep about the way we can or can not take advantage of these tools,” she said.
Tom Mullaney, a former professor of public school history and ED technology consultant who writes the Sinkling Critique Blog on technological applications in classrooms, said that an agreement like Oregon's agreement between Nvidia leaves more questions than answers.
“When we talk about education and generator, is Nvidia an impartial source for this?” They have invested a lot in you and I think that generating AI will transform everything from job education. Are they an impartial source for children's education? ” He said. “I think that if it should be brought to schools, it should be done by people who are willing to be critical, or at least hear and understand critical perspectives.
Mullaney underlined the startups of the AI and the education space as the company of the company, which offers teachers and students Chatbots that imitate historical figures and the imaging generated by the AI of figures such as Anne Frank and George Washington Carver.
“For reasons of consent, goosebumps, a white industry and dominated by men expressing people of marginalized populations, I mean that there are many reasons not to use generator as a guest speaker,” he said.
Jiang said the best scenario for AI in schools is that students learn at least enough “AI literacy”, including the ethical concepts and implications of AI applications, which they can participate as an active agent “in conversations and the development of a future that includes AI, and not only as a passive consumer of AI tools developed by others.
Mullaney said that most of the students need is media literacy, no “Literacy of AI”. Students should be able to understand the quality of different source materials and if an image is real or made by an AI program, he explained.
“We do not need to teach students to be excited for a generative AI. We must teach students to be critical thinkers. This is what we need, and that's what I don't see,” he said.
– Alex Baumhardt, Oregon Capital Chronicle
THE Oregon Capital ChronicleFounded in 2021, is a non -profit press organization which focuses on the government of the State of Oregon, politics and politics.
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