The contemporary educational landscape in the United States is undergoing a profound transformation driven by the rapid proliferation of Artificial Intelligence (AI). This shift, catalyzed by the Fourth Industrial Revolution and the systemic disruptions of the COVID-19 pandemic, has moved beyond simple digitization toward a complex integration of algorithmic governance and automated instruction. Okunlola and Naicker (2025) observe that the necessity of remote learning during the pandemic accelerated the adoption of digital leadership models, forcing institutions to integrate sophisticated technologies at a pace that often outstripped pedagogical preparation. As these systems become embedded in the American classroom, they bring both the promise of unprecedented personalization and the risk of exacerbating long-standing systemic inequalities. Basch and Hillyer (2025) highlight that undergraduate students already navigate a world where AI influences their learning behaviors and ethical p