As artificial intelligence (AI) continues to transform industries across the globe, a new initiative in California’s Imperial County is aiming to bring its power directly into elementary school classrooms. Faculty members from SDSU Imperial Valley are launching a series of AI-enhanced math education workshops for 100 in-service elementary school teachers working in some of the region’s smallest and most rural districts. The effort, funded by a $70,000 grant from the Center for the Advancement of Instruction in Quantitative Reasoning (CAIQR) through the California State University Office of the Chancellor, seeks to bridge the gap between cutting-edge technology and the everyday realities of teaching mathematics to young learners.
The program, officially titled the AI-Enhanced Summer Math Methods Institute for Teachers (AI-SUMMIT), will kick off its first workshop series in summer 2026, with a follow-up scheduled for summer 2027. Each year, 50 teachers will participate, receiving advanced training not only in mathematics content but also in the practical application of AI tools for classroom instruction and assessment.
“We aim to target our efforts to teachers in the summertime so that they have the opportunity to attend the entirety of the workshops,” said Huan Qin, associate professor of mathematics at SDSU Imperial Valley. “Some issues, such as classroom assessments and planning, are key for teachers to successfully complete the curriculum given by the state. We want them to use AI as an asset in the classroom.”
Each workshop series will blend four in-person sessions with two online meetings, offering participants a $500 stipend for their time and commitment. The curriculum is designed to address two pressing needs: enhancing teachers’ mathematical knowledge and equipping them to integrate generative AI into their teaching practice. Teachers will learn how to leverage AI for lesson planning, adaptive learning activities, and real-time student assessments, while also strengthening their grasp of foundational topics such as number sense, algebraic thinking, and fractions.
“Early math skills are among the strongest predictors of long-term academic success,” explained Tingting Tang, associate professor of mathematics and one of the project’s principal investigators. “By combining strong content training with AI-powered tools, we can help teachers give young learners a more solid foundation while also making math instruction more engaging and inclusive.”
The AI-SUMMIT program is more than just a summer workshop—it’s a strategic partnership. SDSU Imperial Valley is collaborating with 10 rural school districts and the Imperial County Office of Education, which will help ensure the program aligns with California’s revised Mathematics Framework. Collectively, these districts serve more than 3,600 elementary students and employ 170 teachers. Registration details for the workshops are expected to be released in early 2026.
For Stacy Bodus, SDSU Imperial Valley liberal studies lecturer and co-principal investigator, the stakes couldn’t be higher. “AI is already shaping the world our students are growing up in,” Bodus said. “This program ensures that Imperial Valley teachers are equipped to guide children in navigating future academic endeavors.”
Walter Lewis, student intern coordinator within the Division of Education, will play a key role in connecting the university’s efforts with local districts, drawing on his strong relationships to encourage active participation. The project team brings a wealth of experience in developing, delivering, and evaluating educational programs—an asset that will be crucial as they seek to make a lasting impact on both teachers and students.
This initiative comes at a time when the well-being of teachers is under increasing scrutiny. According to a recent nationwide survey of nearly 700 teachers, those who feel confident using AI in their work report better mental health than their less-confident peers. As reported by The Plains Research Consortium, teachers have faced mounting pressures and burnout in recent years, particularly since 2020. The introduction of new technologies without adequate training has often exacerbated frustration and stress, rather than alleviating it.
David T. Marshall, associate professor in the College of Education at Auburn University and co-founder of the Plains Research Consortium, underscored the importance of support and training. “Teachers entered the profession to teach and to build meaningful relationships with students, not to drown in administrative tasks, data entry, and endless paperwork. AI should be deployed to strip away those distractions and give teachers back the time and energy to focus on the core of their work: teaching, mentoring, and inspiring students.”
AI’s potential to revolutionize the teaching profession is significant. A McKinsey report cited in the Consortium’s study estimates that thoughtful use of AI could save teachers up to 13 hours per week by automating routine tasks such as lesson planning, quiz creation, and report writing. For educators who often find their evenings consumed by grading and paperwork, this represents not just a convenience, but a potential lifeline.
However, these benefits are not automatic. The Plains Research Consortium emphasizes that schools must invest in preparing teachers to use AI effectively. Without proper training and institutional support, the introduction of new technologies can become yet another burden for already overworked teachers.
Support from administrators, colleagues, and parents also plays a critical role in teacher well-being. The survey found that teachers who felt backed by their principals, had supportive colleagues, and saw parents reinforce their efforts reported significantly better mental health and lower rates of burnout. Administrative support was especially important when it came to protecting teachers’ planning time and ensuring they had the resources needed to succeed.
The study also highlighted the positive impact of smaller, more flexible school models like hybrid and microschools. Teachers in these environments reported higher well-being, manageable workloads, lower burnout, and higher morale. While not every district can replicate these structures, the findings suggest that giving teachers more flexibility and trust leads to healthier educators and stronger schools.
For Imperial County’s rural districts, which often struggle to provide robust professional development opportunities, the AI-SUMMIT program offers a chance to level the playing field. By bringing high-quality training directly to teachers, the initiative hopes to bridge gaps in access and equity, ensuring that even the smallest schools can benefit from the latest advances in educational technology.
As the new school year approaches, the upcoming workshops represent a beacon of hope for teachers seeking to navigate an increasingly complex educational landscape. By investing in both the skills and well-being of educators, SDSU Imperial Valley and its partners are betting that empowered teachers will lead to stronger classrooms—and, ultimately, better outcomes for students.
With registration details to be released in early 2026, the anticipation is building. For now, the promise is clear: with the right training, support, and tools, teachers can harness the power of AI to transform both their own professional lives and the learning journeys of their students.
