K‑12 and higher‑education leaders are reassessing AI’s role in teaching as pilot programs and classroom experiments reveal limits. A sector-wide review questions whether the initial 'AI glow' is fading after mixed outcomes in K‑12 adoption, rising regulatory scrutiny, and concern over student learning. Educators report tension between efficiency gains and the pedagogical work of cultivating original thinking. University and school leaders now face policy choices: restrict student access, require disclosure, or redesign assessments to surface authentic learning. Faculty testimonies highlight a cultural divide—some professionals adopt AI for administrative productivity, while many writing instructors argue generative tools have no place in formative classroom learning because they short‑circuit the cognitive processes instructors aim to teach. Expect more institutions to formalize AI use policies, invest in faculty development, and redesign assessments (for example, in-person or video components) to ensure learning integrity and preserve developmental outcomes.