For all the talk about the transformative power of Artificial Intelligence in education, there remains a gap between the hype and the reality of classroom practice. A new report, “Demystifying AI: Preparing K-12 Teachers to Integrate AI Tools into their Practice,” offers an evidence-based look at what it takes to prepare educators for the age of AI. Published by WISE in collaboration with the MIT pK-12 Initiative and MIT RAISE, the report provides insights into the challenges and opportunities we face in vocational education and training (VET) across Europe.

The study is impressive in its scale and diversity, evaluating the impact of short, asynchronous professional development (PD) courses on K-12 teachers across seven countries. It asks how can we effectively and equitably prepare teachers to not just use AI, but to integrate it thoughtfully into their pedagogy?

The Human Element in AI Professional Development

One of the report’s most compelling findings is the critical importance of context. The study found significant differences in how teachers engaged with the material based on their professional backgrounds and local infrastructure. Experienced teachers, while possessing deep pedagogical knowledge, often had lower digital fluency. In contrast, early-career educators were more adaptable to new technologies but faced greater barriers related to connectivity and access.

In Vocational. Education and Training in Europe we have a diverse workforce of trainers and educators, each with their own unique blend of experience, skills, and access to resources. The report’s conclusion that effective AI professional development must be “context-responsive” and “tiered by digital readiness” is a message for anyone designing training programmes in the VET sector.

Furthermore, the study highlights the power of language and localization. Courses offered in a teacher’s first language, and those that came with recognized certification, saw significantly higher engagement and completion rates.

From Familiarity to Fluency: A Work in Progress

The evaluation of the professional development programmes found that even short, well-designed AI courses can make a difference. The study reports that teachers’ comfort levels with using AI tools increased by 30-50 percentage points after completing the professional development. They became more familiar with generative AI and more confident in their ability to write effective prompts.

However, the report also reveals a persistent gap between practical skills and deeper conceptual understanding. While teachers were eager to use AI, their grasp of the underlying principles of machine learning and algorithmic bias remained limited. This is a critical concern. If we are to prepare learners for a future shaped by AI, we cannot treat these tools as magical black boxes. We must equip educators with the critical literacy to understand how they work, what their limitations are, and where the ethical pitfalls lie.

This is particularly salient for VET. We are not just preparing learners for jobs; we are preparing them to be adaptable, critical-thinking professionals. A plumber who understands the limitations of an AI-powered diagnostic tool, or a healthcare assistant who can question the biases in an AI-generated care plan, is better equipped for the future of their profession.

The Path Forward: Systemic Support and Human-Centred Pedagogy

The report concludes with a call for systemic support for AI in education. This includes everything from investing in infrastructure and providing localized, multilingual resources to integrating ethical guidance and certification pathways into national strategies. It also emphasizes the need for ongoing professional learning ecosystems, including communities of practice and mentorship opportunities.

For the VET sector, the message is clear. We need to move beyond one-off training sessions and build a culture of continuous, collaborative learning around AI. We need to create spaces where educators can experiment with new tools, share their experiences, and collectively develop a pedagogy that is both innovative and human-centred.

The “Demystifying AI” report is a contribution to this effort. It provides a data-rich foundation for a more nuanced and evidence-based conversation about AI in education. It reminds us that the future of learning will not be shaped by the technology itself, but by the teachers and trainers who are empowered to use it wisely, critically, and creatively.

About the Image

This print speaks to the ways OpenAI (and others) are forcing genAI into our lives, families and homes. It frames genAI as a power(ful) tool to control and influence behaviour. The piece is part of a larger art series titled “Power Tools: A critique of genAI and its toolmen".