Activity, Goal, Curriculum Relation

ACTIVITY GOAL

The main goal of the activity was to engage students in a critical and creative exploration of artificial intelligence (AI) through collaborative, interdisciplinary learning. By participating in hands-on tasks, discussions, and international exchanges, students developed a deeper understanding of how AI technologies work, their ethical implications, and their potential impact on society. The project aimed to foster digital literacy, critical thinking, and responsible citizenship, while also enhancing students’ communication skills in English and their ability to work in multicultural teams. Through inquiry-based learning and real-world problem-solving, students were encouraged to reflect on the role of AI in their lives and to imagine future scenarios where technology and human values intersect.

CURRICULAR INTEGRATION

In Italy, the project followed the national push for digital transformation in education, supported by the Ministry of Education’s digital transition teams (Équipes Formative Territoriali) and the DigComp 2.2 framework. AI was integrated into Tecnologia, Scienze, and Lingua Inglese, using a maker-oriented approach. Students participated in hands-on projects such as building intelligent waste-sorting robots, which combined machine learning with sustainability goals from the Agenda 2030. The project also promoted critical thinking and ethical reflection, in line with Italy’s experimentation with AI-assisted teaching tools and its broader strategy to close the digital skills gap among youth.

In Germany, the project was aligned with the KMK (Standing Conference of the Ministers of Education and Cultural Affairs) recommendations for AI in education, which emphasize ethical use, digital sovereignty, and teacher upskilling. AI was integrated into Informatik (Computer Science), Ethics/Philosophy, and English, with a focus on critical thinking, data protection (GDPR), and responsible innovation. Students explored AI through simulations, chatbot development, and ethical case studies. The project also supported the goals of the DigitalPakt Schule and Germany’s National AI Strategy, which promote AI literacy and infrastructure development across federal states.

In Türkiye, the integration of AI into secondary education aligns with the Ministry of National Education’s AI Policy Document and Action Plan (2025–2029). This national strategy promotes AI literacy through interdisciplinary learning, emphasizing ethical awareness, data literacy, and algorithmic thinking. Within the Erasmus+ project, AI was embedded into subjects such as Information Technologies, Mathematics, and English, using platforms like EBA (Education Informatics Network) and project-based learning. Students engaged in activities that combined coding, ethical debates, and real-world problem-solving, reflecting Turkey’s emphasis on “pedagogy first, technology second”. The project also supported the national goal of preparing 10,000 AI-literate graduates by 2029.

In Spain, the integration of artificial intelligence into secondary education is aligned with the national digital education strategy and the LOMLOE framework, which emphasizes digital competence, critical thinking, and interdisciplinary learning. The project was embedded in subjects such as Technology, Digital Competence, Ethics and Civic Education, and English as a Foreign Language. Students explored AI through project-based learning, combining technical understanding (e.g., how algorithms and chatbots work) with ethical reflection and communicative tasks in English.