The European education ministers met in Brussels on Monday 13 May for an EU Council meeting focusing on the integration of artificial intelligence (AI) into education and training systems.
The discussions, chaired by the Minister for Education of the Wallonia-Brussels Federation, Caroline Désir, were structured around three key questions designed to guide future European education policies. The ministers began by examining how to prepare education systems to effectively integrate AI and make the most of its benefits. They then assessed the current impact of AI on their national education systems, before discussing the measures that could be taken at European level to optimise the use of AI while preserving quality education for all.
Risk of a digital divide. A consensus has emerged on the potential of AI to transform education by personalising learning, adapting educational pathways and enriching learning environments. Nonetheless, several ministers referred to the potential risks, including a greater digital divide and the misuse of technology. The Belgian minister stressed the importance of developing the digital skills of learners and teachers by updating the digital skills framework for citizens to include AI-specific skills.
Spain has highlighted the benefits of AI in lightening the administrative load on teachers, allowing them to devote more time to teaching. However, the country also warned against the risk of a growing digital divide and called for stronger measures to improve the digital skills of teachers and pupils.
Italy has backed the idea of a European strategy to secure the use of AI in education. In particular, the aim is to build a framework for the ethical use of AI, guaranteed by the work of teachers.
For its part, France has presented a roadmap for developing European technological autonomy when it comes to AI, envisaging investment in training and innovation to adapt AI to the specific requirements of the French education system while preserving European values and culture.
Towards an ethical inclusion of AI in European education. Germany drew a parallel between AI-related innovations and the industrial revolution, urging people to benefit from its potential while taking account of the ethical, legal and social implications. A substantial increase in investment in research would therefore tend to properly integrate AI into education.
Sweden spoke of the problems posed by AI in terms of the risk of fraud in examinations. To this end, it has been recommended that AI systems deemed to pose a high risk in educational environments should be strictly regulated. Similarly, Finland has come out in favour of recommendations for the safe and equitable use of AI in all sectors of education.
On this point, Hungary has reported the introduction of AI policies in several of its universities since 2022 and has called for European directives to establish an ethical and legal framework. Models such as ‘Chat GPT’ are already being used in Hungarian schools. The Dutch minister spoke about opportunities for personalised learning and improving teaching methods. He supported the need to protect autonomy and justice in education against the domination of large technology platforms.
‘Europe on the move’. In addition, the European education ministers adopted a recommendation entitled ‘Europe on the move’, aimed at encouraging learning mobility in the EU. This initiative, launched to promote study and training opportunities abroad, is particularly aimed at people who traditionally have less access to such experiences, such as the disabled. Targets for 2030 include increasing the percentage of higher education graduates and vocational training learners benefiting from learning mobility to at least 23% and 12% respectively, with a particular focus on increasing the participation of disadvantaged people to 20% by 2027.
Towards a European Education Area. Finally, the ministers approved conclusions on the adoption of evidence-based education policies and practices to support the establishment of the European Education Area. These policies are based on quality research to improve the effectiveness of education policies and strengthen teaching practices. Priorities include promoting educational research, building capacity to use data and the ongoing development of a learning laboratory to invest in quality education. (Original version in French by Nithya Paquiry)