Three years after generative AI became widely available, a persistent lack of professional development and clear policies is holding many educators back from classroom adoption. EdWeek reporting shows teachers use AI for repetitive tasks — exam and rubric creation, translation, and feedback — but remain split on whether AI will be net‑positive; a recent survey cited in coverage found 47% of educators expect negative effects in the next five years. At the same time business‑school commentators are urging a deeper conversation about AI’s role in leadership education and the limits of algorithmic judgment. Essays and opinion pieces from business‑school thinkers frame AI not only as a tool but as a cultural force that may shift how institutions teach judgment, ethics and decision‑making. For campus learning‑technology leaders and provosts, the coverage underscores two priorities: invest in sustained professional development tailored to pedagogical uses of AI, and develop institution‑wide policies that balance innovation, academic integrity and student privacy.