AI is driving federal STEM policy—but will informal learning be included?

By Della Cronin, Principal, Bose Public Affairs Group.

Over the past month, federal STEM education policy has taken a decisive turn toward artificial intelligence (AI), digital literacy, and workforce development. A series of new initiatives, funding announcements, and high-level convenings point to a coordinated national effort to prepare Americans for an AI-driven economy. As this strategy rapidly takes shape, a critical question remains: will informal STEM learning and out-of-school-time (OST) programs be fully included?

Recent federal actions signal a clear priority: positioning the United States as a global leader in AI. The White House released a National AI Legislative Framework focused on innovation, global competitiveness, and preparing an AI-ready workforce. This direction is reinforced by renewed emphasis on the President’s Council of Advisors on Science and Technology, and its latest members, highlighting AI as central to economic growth and national security. Across agencies, the message is consistent: education and workforce systems are being reoriented to support an AI-driven future.

A key shift is how AI literacy is being defined. No longer viewed as a niche technical skill, it is now positioned as a foundational competency for all workers. Individuals across industries are expected to understand how AI systems function, use tools productively, and critically evaluate outputs, including identifying bias, errors, and limitations.

AI literacy is becoming a baseline expectation, much like digital literacy. To accelerate access, the federal government has launched a free AI literacy course to help workers quickly build foundational knowledge.

Equally important is how policymakers are approaching implementation. A defining feature of the current strategy is low-barrier access. Rather than building entirely new systems, federal efforts are integrating AI learning into existing structures, particularly workforce programs. Training is embedded directly into workforce development, on-the-job learning, and upskilling pathways, allowing learners to engage with AI in practical contexts and meeting learners where they are.

This philosophy is also shaping new investments. The TechAccess: AI-Ready American Initiative will establish AI-Ready Coordination Hubs in every state and territory, expanding access to AI tools, training, and capacity building. These hubs aim to connect local partners, coordinate resources, and scale solutions based on community needs.

At the same time, the federal government is investing in educator capacity and system innovation. A recent $11 million award to the Computer Science Teachers Association will support a multistate effort to prepare thousands of K–12 educators to teach computer science and AI. Complementing this, the $8.5 million FINDERS Foundry program focuses on cross-sector partnerships to design and scale AI-driven solutions for K–12 learning and workforce development.

These domestic efforts are reinforced globally. On March 25, the First Lady hosted representatives from 45 nations at the White House as part of the “Fostering the Future Together” initiative. With nine countries presenting national education strategies, the convening highlighted the global race to integrate AI into education systems.

Taken together, these developments reflect a coordinated federal strategy: AI literacy as a universal workforce skill, flexible and integrated access, targeted investments in educators and innovation, and localized implementation through partnerships.

And yet, a critical gap remains. Despite the emphasis on meeting learners where they are, there is little explicit recognition of the environments that already do exactly that: afterschool programs, summer learning initiatives, and community-based STEM organizations. These programs have long provided low-barrier access to learning, integrating education into community spaces while fostering curiosity, confidence, and belonging—key ingredients for sustained engagement in STEM.

This disconnect is reflected in the funding landscape. While Congress maintained funding for the 21st Century Community Learning Centers program, new AI-focused initiatives are moving forward without clearly integrating these providers into their design. Even within major efforts like AI-Ready Coordination Hubs and innovation partnerships, it remains unclear whether OST programs will be included as core partners.

Federal policy emphasizes universal access and integrated delivery, yet informal STEM providers remain on the margins. If AI literacy becomes a baseline workforce skill, unequal access to learning opportunities will translate directly into unequal economic opportunity. Informal STEM programs are critical in addressing this challenge by reaching underserved learners and supporting individuals at varying starting points.

The past month of federal activity makes one thing clear: the United States is moving quickly to build an AI-ready workforce, using strategies that mirror how informal STEM has operated for decades. But the systems being built do not yet fully reflect the ecosystem needed to achieve that vision.

To raise awareness and highlight the role of afterschool programs in the AI education landscape, the Afterschool STEM Hub released a policy brief—Afterschool Programs are Essential Partners to Build AI Literacy and Proficiency. Issued on March 27, AI Literacy Day, it highlights the importance of including informal learning environments in AI literacy initiatives. The brief emphasizes that teaching AI must go beyond technical skills to include discernment, critical thinking, and ethical judgment, enabling individuals to thoughtfully evaluate and responsibly apply AI outputs. It also offers concrete recommendations for expanding the role of afterschool programs in building an AI-literate workforce.