Indiana University’s Kelley School launched GenAI 101 with 'Crimson,' an animated AI co‑teacher that models how students should interrogate and work with generative AI; the course has enrolled roughly 107,000 learners across campuses and alumni channels. Professor Brian Williams emphasizes co‑teaching with AI rather than replacement, making the course a large‑scale experiment in workforce‑focused AI literacy. At the same time, K‑12 and higher‑education leaders are convening major conversations about AI’s classroom role through webinars and panels that stress choices: integrate AI to augment instruction or restrict it to protect academic integrity. The debate centers on pedagogy, assessment, teacher training and vendor governance. Academic leaders must set clear instructional objectives for AI, invest in faculty development, and craft assessment models that distinguish human mastery from tool‑assisted outputs.