学校教育中的人工智能：23个教育系统的政策重点与举措概述

An overview of policy priorities and initiativesacross 23 education systems Publisher:European Schoolnet (EUN Partnership AIBSL)Rue de Trèves, 61 – 1040 Brussels, BelgiumAuthor:Konstantinos Andronikidis Please cite this publication as: European Schoolnet (11/12/2025).Artificial Intelligence in School Education. An overview of policy priorities Published in December 2025 This report is part of European Schoolnet’s Agile Collection of Information series. It has been preparedbased on information provided by education authorities that are members of European Schoolnet, gath-ered through an online survey and bilateral exchanges conducted between July and September 2025. Thedata and information presented herein were validated by the respective respondents during the period The Swiss education system is highly federalised. Therefore, making a comprehensive overview of all devel- Executive summary The topic of artificial intelligence (AI) in educationoften monopolises discussions about digital tech-nology in education and is seen as a new hypethat promises to ‘transform’ education. In responseto the increasing discussions on AI in education, Eu-ropean Schoolnet invited its members to completeanonline survey between July and September2025 to help build an up-to-date detailed pictureabout both AI’s current status in policy debates,and strategies and initiatives related to AI in schoolsat system level. The report summarises the respons- has been assessed by five systems while 15 are inthe process of reviewing its potential implications. Generative AI (GenAI) is covered in 11/23 systems’policies and guidance, while nine are developingor planning to develop guidance for GenAI use.All 23 systems include AI literacy in -some- parts oftheir education systems. Most of them include AIliteracy in lower and upper secondary education, In almost all systems covered in the report, teachertraining is provided by the competent educationauthorities, with the support of tertiary educationinstitutions, and other public bodies. Private ac-tors such as EdTech companies and civil societyorganisationsprovide professional development AI in education continues to be an important iteminthe policy agenda of European Schoolnet’smembers. Findings show that 13/23 responding ed-ucation authorities consider AI as high-priority top-ic, seven as moderately significant and three as anemerging topic. Main motivation for introducingAI in education is the perceived improvement ofteaching and learning, and the preparation of stu-dents for their future careers. On the other hand,using AI for assessment was a motivational factorin only 10 of the 23 systems covers in the report. At- Out of 23 respondents, 20 provided informationabout the implementation of AI activities and ex-amples of AI being used in schools in their jurisdic-tions. Most of these examples tend to describe ac-tivities and tools thatcould beused or are used as Improved teacher efficiency was highlighted as themain perceived benefit for using AI in schools (21/23systems). Enhanced pedagogical design and sup- paredness were mentioned by all respondents asthe most important concerns, followed by ethical and exchange, and developing capacity building The findings of this publication confirm that AI hasbecome a significant and strategic topic acrossEurope’s education systems. Nearly all EuropeanSchoolnet member countries now recognise AI as akey element in their education policy debates, withgrowing attention to ethical use, teacher capac-ity building and curriculum integration. EuropeanSchoolnet will continue to facilitate peer-learning, Education authorities frequently engage in region-al, national or international projects or initiatives topilot AI integration in small numbers of schools, soas to better understand what the conditions and The 23 education authorities that responded to theEuropean Schoolnet survey shared their key short-and medium-term priorities when it comes to inte-gration and use of AI in education settings. Of those, Contents 1.1Why focus on artificial intelligence in school?............................................................................................5 2.State of AI in education policy debate.............................................................................................................................. 7 3.Policies and strategies......................................................................................................................................................... 9 4.Curriculum and pedagogical integration........................................................................................................................ 19 5.Teacher training and school support............................................................................................................................... 25 5.1Guidance and resources for teachers, and support for school leaders...........................................