The primary objective of the project was to help teachers produce learning activities that enable students to experience using generative AI (such as ChatGPT) in a transparent, responsible, and constructive manner. These learning activities were intended to be integrated into a continuing professional development programme and technology for educators. The initial focus was on strengthening communication skills in English language learning, later expanding to other subject areas. Among its secondary objectives, the project first sought to communicate to educators, school leaders, and teaching professionals the level of care required to integrate this technology into educational practice, while offering a practical professional development programme for teachers. Second, it aimed to offer reusable examples demonstrating how this technology could be applied responsibly by and with students, and to facilitate educator learning and adaptation of these examples. Third, the project sought to advance our understanding of teachers’ and students’ views and use of this innovative technology through scientific research. Finally, it aimed to initiate a network of innovative educators refining the ethical use of generative AI in education.
Generative AI allows students to complete tasks quickly, often undermining learning, while teachers and school leaders face challenges in adapting to a technology that can produce inaccurate, biased, or uncredited content. Addressing these challenges requires careful integration and ethical guidance, which the project tackled by bringing together academics and innovative educators to design learning activities that let students engage with generative AI responsibly, while training teachers to adapt or create similar activities. Building on this, the project prioritized school-level needs, supporting students in using AI constructively and critically, teachers in designing activities that embed responsible AI use, and school leaders in leveraging this technology to ensure a positive educational impact. It also addressed research needs by helping academics to bridge theory and practice to understand AI’s opportunities and risks, trainer needs by strengthening capacity to introduce AI to educators, and societal needs by fostering engagement in AI debates while aligning with EU policy priorities on purposeful generative AI use and institutional capacity for innovative teaching.