When people hear “artificial intelligence in schools”, they often think of faster grading or auto‑generated worksheets. I see something very different. At Oberschule Ofenerdiek, where I teach Art, Music, German and Biology and work as a counsellor, I experience every day how much more AI could do to help us truly understand and support our students.
As part of the current phase of the European EduAId project (Work Package 2), all project partners across Europe are conducting focus groups, anonymous surveys, and qualitative analyses to collect experiences, needs, and perspectives of students, teachers, and decision-makers regarding the use of artificial intelligence (AI) in education.
At Bund-fiB gUG, we believe that the true potential of artificial intelligence (AI) in education lies not in replacing teachers, but in creating bridges where barriers exist. Our work focuses on ensuring that every learner, regardless of language, background, or ability, has equal access to meaningful learning opportunities.
At the ESHA Biennial in October 2025, school leaders from a dozen countries gathered in Rome for the EduAId workshop lead by ESHA education consultant Judit Horgas, discussing how artificial intelligence is reshaping classrooms, staffrooms, and even the future of teacher training. This was no ordinary roundtable – it was an energetic, multinational brainstorm charged with ambition and critical debate.
Artificial Intelligence (AI), a long-standing field of study, is experiencing a phase of extraordinary vitality. Increasing funding and continuous technological innovations are accelerating its spread through the creation of multiple tools.
Artificial Intelligence (AI) is rapidly transforming educational landscapes worldwide, promising to enhance teaching and learning and supporting organisational decision-making and strategic planning. However, the growing adherence to AI in public schools presents either a unique opportunity or a set of challenges. Limited resources, lack of expertise among users, lack of capacity-building programmes for teachers, ethical challenges, preoccupations regarding the critical use of AI, and concerns regarding data privacy populate parents, teachers, school leaders, scholars and politicians’ minds.
Artificial Intelligence is increasingly present in our professional lives sometimes without us even realizing it. It powers our search engines, shapes our digital communication tools, and increasingly permeates educational platforms. Yet in the education sector, this growing presence raises as many hopes as it does concerns. In this context, the European project “EduAId-Transforming Education with AI-Microcredentials” launched a European-wide survey to better understand how education professionals perceive and use AI, and what they expect from it. This activity is part of its Work Package 2 (WP2), which we lead on behalf of the Université de Pau et des Pays de l’Adour (UPPA), in close collaboration with ESHA.
As Cathy O’Neil highlights in her book Weapons of Math Destruction, “The most dangerous algorithms are the ones we don’t see.” The swift incorporation of Artificial Intelligence (AI) into educational systems presents immense opportunities alongside significant ethical challenges that must be addressed.
Artificial Intelligence (AI) is rapidly making its way into classrooms, promising to revolutionize how we teach and learn. But are educators truly prepared for this shift? A recent study from the University of the Basque Country delves into this question, revealing a landscape filled with both optimism and caution.
Artificial Intelligence (AI) in education is no longer a futuristic concept. It has already become an integral part of many school activities, reshaping how professional educators teach and how students learn. As the presence of AI grows, so too does the responsibility of education professionals to stay informed and skilled in its use—not just to enhance learning, but to harness its broader potential as a support mechanism in the school ecosystem.
