Generative artificial intelligence (AI) and digital technologies are changing how students learn and teachers teach. Two new reports from the European Commission provide evidence on this transformation and highlight areas where education systems need continued support.
The reports look at the use of generative AI in learning and teaching, as well as how education systems are strengthening digital education in schools.
What does generative AI mean for learning and teaching?
The paper “Friend or foe? Evidence from the use of generative artificial intelligence in learning and teaching” looks specifically at the impact of generative AI. It reviews scientific evidence and international studies covering students, teachers, parents and the wider education system, including cognitive development, critical thinking, self-regulated learning, equity and socio-emotional impacts.
Key findings
- Generative AI is already widely used by young people. Eurostat data cited in the paper shows that four in ten young people aged 16 to 24 in the EU used generative AI tools for formal education in 2025. Use varies considerably between countries.
- AI can improve performance, but this does not necessarily mean better learning. Students are more likely to benefit when AI supports their own thinking and they actively engage with the content. Educational AI tools also generally produce better learning outcomes than general-purpose tools.
- Over-reliance on AI could affect the development of critical thinking skills. The paper raises concerns that students may use AI to perform tasks that are important for developing knowledge and cognitive skills.
- Teachers could benefit from AI but need training and guidance. AI could support the preparation of lesson plans, materials and assignments. At the same time, using AI effectively and responsibly creates new demands on teachers. Only 29.7% of EU teachers surveyed in TALIS 2024 had participated in professional development related to AI for teaching and learning.
- Parents remain an important part of children’s learning. Better digital literacy can help parents support children in navigating digital environments and using AI, but AI cannot replace parental guidance and support.
- Clear need for more evidence. The paper calls for large-scale, representative and longitudinal research in European education contexts to better understand the long-term impact of generative AI on learning and skills development.
How are education systems preparing for digital education?
The latest Eurydice report “Digital education at school in Europe 2026: Bridging gaps in access, teaching and learning”, examines how digital technologies, including AI, are being integrated into school education. It looks at digital infrastructure, the development of students’ digital competences, teacher preparation and differences in access to digital learning opportunities.
The report draws on data from 38 education systems in the Eurydice Network and 24 systems participating in ICILS 2023.
Key findings
- Digital education policies are widespread, but implementation varies. Most education systems have frameworks covering areas such as connectivity, hardware, software and technical support. However, schools do not all have the same infrastructure, access to support or advanced digital tools.
- Schools are planning their digital transformation, but evaluation is lagging behind. Most systems support schools in developing digital plans, while only a minority systematically include digital education in quality assurance processes.
- Digital competence is now part of education in most systems. It is taught in lower-secondary education in most European education systems, with around three-quarters offering a dedicated subject. Digital skills are also commonly taught across different subjects.
- Access to digital learning opportunities remains unequal. Students from disadvantaged socioeconomic backgrounds may have fewer opportunities to develop digital skills and can face difficulties learning at home because of limited access to devices or reliable internet. Most countries have measures to help address these barriers.
- Teachers need more support to use digital technologies effectively. While digital competences are increasingly included in teacher education and professional development, gaps remain, particularly in areas such as personalised learning, assessing online information and the use of AI.
- AI policies are developing, but implementation is still at an early stage. Nearly two-thirds of education systems now address AI through national strategies, guidance or policy frameworks. However, access to advanced AI technologies at school level remains uneven.
More information:
- Friend or foe? Evidence from the use of generative artificial intelligence in learning and teaching
- Digital education at school in Europe 2026: Bridging gaps in access, teaching and learning
Source: European Commission | Directorate-General for Education, Youth, Sport and Culture (https://education.ec.europa.eu/whats-new/news/new-reports-examine-how-ai-and-digital-technologies-are-shaping-education-in-europe)