The main objective of the project was to enable students and teachers to use Artificial Intelligence as a meaningful, creative, and responsible tool in education, while also promoting wellbeing, inclusion, and key 21st-century competences. A central goal was to transform students from passive users of technology into active creators. Through hands-on activities, they produced various digital outputs using AI, such as videos, podcasts, comics, and audio content, developing creativity, critical thinking, collaboration, and self-confidence. The project also aimed to support mental wellbeing by reducing stress and anxiety through the use of AI as a learning support. The tools helped students overcome creative blocks and become more engaged. It further promoted inclusive education through differentiated learning pathways adapted to diverse profiles, allowing each learner to participate fully at their own pace. At the same time, teachers strengthened their AI-related skills through collaboration and the exchange of practices during mobilities and virtual activities. Finally, the project fostered European cooperation and intercultural understanding through international teamwork.
The motivation for this project stemmed from the accelerating digital transformation in education and the need to support schools in integrating Artificial Intelligence in a pedagogically meaningful and responsible way. We observed that both students and teachers are increasingly exposed to AI tools, yet lack clear reference points to use them creatively, critically, and in alignment with educational objectives. We also identified growing concerns regarding the mental and emotional wellbeing of students and teachers, linked to academic pressure, lack of confidence, and an unbalanced use of digital technologies. This highlighted the need for approaches that develop both digital competences and wellbeing, reduce stress, and foster a healthier relationship with technology. Another need concerned the shift from passive consumption to active creation: many students use technology for simple tasks without developing creativity, critical thinking, or collaboration skills. Finally, it appeared essential to support inclusive education for diverse learners, particularly those from different cultural and educational backgrounds.