Year: 2026

The European Union’s Artificial Intelligence Act came into force in August 2024 and is now steadily moving from the realm of policy abstraction into the daily reality of educational institutions. As its remaining provisions take effect over the next six to 36 months, education providers are facing regulations that could force a fundamental rethink of how they use AI. Thomas Jørgensen, director of policy coordination and foresight at the European University Association (EUA), recently warned that many European institutions may have to “change everything” about their AI practices to comply with the new rules [1]. While his comments were directed […]

Teachers and managers in vocational education and training (VET) are constantly asking the same question about artificial intelligence: What does it actually look like in practice? Policy documents and ethical guidelines provide necessary frameworks, but educators want concrete examples of how their peers are navigating this new terrain. A recent mapping commissioned by the European Commission’s Directorate-General for Education, Youth, Sport and Culture offers exactly this, providing a much-needed spotlight on EU case studies and insights into the practical application of AI in education. This document is particularly valuable because it cuts through the typical AI hyperbole, focusing instead on […]

The European Commission has published four new guidelines for teachers and educators on key areas of digital education: And on the 12 May from 10 to 11 Central European Time the Digital Education hub is holding the latest in its series on webinars. In this webinar on Fostering digital literacy and tackling disinformation, the co-authors of the updated Guidelines for teachers to tackle disinformation and foster digital literacy will share practical tips and ideas for the classroom. More information here.

In recent discussions surrounding the integration of artificial intelligence into the workplace, a prevailing narrative has suggested that AI will seamlessly and inevitably drive unprecedented productivity gains. However, a closer examination reveals a far more complex reality. A recent analysis by Dr. Philippa Hardman, entitled “The Illusion of AI Productivity Gains,” provides a critique of this narrative [1]. Hardman argues that while AI has the potential to enhance output quality and employee satisfaction, these benefits are currently realized by only a small fraction of the workforce. For the majority, AI adoption has led to either stagnation or the creation of […]

Following our recent look at the “Safety Gap” and the dangers of using AI tools that simply deliver immediate answers, it is worth asking what the alternative actually looks like in practice. The theoretical argument for “productive struggle” is compelling, but where are the examples of technology being used to genuinely support cognitive development rather than bypass it? A recent report from the UNESCO Courier offers a striking, concrete example from an unexpected context—and it holds profound lessons for vocational education and training in Europe. In the mountainous Guizhou province of southwestern China, a project called Hongyan (meaning “wild goose”) […]

If you spend any time reading the relentless stream of announcements from major technology companies, you could be forgiven for thinking that the question of Artificial Intelligence in education has already been solved. The narrative is invariably one of frictionless assistance: AI tutors that never sleep, instantly clarifying complex concepts and guiding students effortlessly toward mastery. However, a recent, sobering review of the actual evidence base suggests a much more complicated reality – one that should prompt serious reflection among teachers and trainers in European education including in vocational education and training. The Stanford SCALE Initiative recently undertook a massive […]

It is easy to assume that the challenges facing Vocational Education and Training in the age of Artificial Intelligence are uniquely European. We spend considerable time debating how to balance the agility of dual systems with the coherence of centralised curricula, or how to implement the ambitious goals of the European Digital Education Action Plan across diverse national contexts. Yet, a look beyond our borders reveals that these structural tensions are remarkably consistent across advanced economies. A major new intervention from Australia, the Castlereagh Statement, raises issues similar to those of. Europe, particularly in its diagnosis of how educational systems […]

It is not surprising that there is growing confusion and even open anxiety about Artificial Intelligence in education. The rapid adoption of Generative AI, at least by students if not always by educational institutions, has raised basic questions about the future direction of teaching and learning. But while the headlines are often dominated by the latest releases from a limited number of large, mainly American technology companies, a different kind of development has been quietly unfolding closer to home. Over the past decade, the European Union has been constructing a comprehensive approach to AI policy, culminating in a framework that […]