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.
Inspired by the work of Sperling et al. (2025), this article focuses on raising AI-literate kids who can question, create, and innovate responsibly. AI is already part of kids’ lives. From YouTube recommendations to smart assistants, machines influence what they learn, watch, and even believe. The question isn’t if AI will shape their future, it’s whether they can shape AI. Understanding AI now is like learning to read in the digital age. Without it, kids risk being passive consumers of technology.
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.
Artificial Intelligence (AI) is revolutionizing education, offering innovative solutions to enhance teaching, learning, and accessibility. As institutions worldwide explore AI’s potential, projects like EduAid and AI Smile are at the forefront, shaping the future of education. These initiatives demonstrate how AI can personalize learning experiences, support teachers, and improve educational accessibility for all students.
