The convergence of the Fourth Industrial Revolution and the global disruptions caused by the COVID-19 pandemic has accelerated the digitization of educational systems to an unprecedented degree (Okunlola & Naicker, 2025). Within the United States, this transition is characterized by the aggressive integration of artificial intelligence (AI) into both pedagogical practices and administrative frameworks. While the promise of enhanced learning efficiency and radical personalization drives much of the current investment, the speed of adoption often outpaces the development of robust ethical and regulatory oversight. Evidence suggests that while AI-driven tools can transform educational outcomes, they also risk reinforcing existing socio-economic disparities. Basch and Hillyer (2025) observe that undergraduate students in the United States display a complex mix of enthusiasm and skepticism toward these technologies, with their attitudes frequently dictated by the immediate perceived utility