This deliverable examines the current state of artificial intelligence integration in European education, focusing on teachers’ competences, professional needs and institutional readiness. Combining desk research, a survey and focus groups with educators, the analysis is structured around three areas: Teaching About AI, Teaching With AI and Teaching For AI.
The findings show that educators are increasingly interested in AI and are beginning to use it, particularly for lesson preparation and administrative tasks. However, many still require support to integrate AI effectively into teaching, learning and assessment, address ethical and societal issues, and prepare students for an AI-mediated future. Limited professional development, institutional guidance and coordinated strategies remain important barriers.
The results provide an evidence base for the development of the AIDEA Teacher Academy and its future training activities.
This deliverable analyses the policies supporting the integration of artificial intelligence in primary and secondary education, teacher education and professional development. It compares evidence from Cyprus, Finland, Germany, Greece, Italy, Spain and Sweden, alongside European and international frameworks and wider comparative evidence.
The analysis finds that AI is becoming an increasingly important education-policy priority. However, policy ambitions are often developing faster than their practical implementation. Common gaps include limited curriculum integration, insufficient teacher competence pathways, a lack of practical pedagogical and assessment guidance, uneven institutional readiness, and underdeveloped monitoring and quality-assurance mechanisms.
The report proposes recommendations for education systems, schools and teacher-education providers. Its findings will support the development of the AIDEA Academy, helping translate broad policy principles into ethical, inclusive and sustainable educational practice.
