European practices of teachers’ use of artificial intelligence in secondary education: analysis of guidelines

- Іванюк, І.В. (orcid.org/0000-0003-2381-785X) and Паращенко, Л.І. (orcid.org/0000-0003-0613-2998) (2026) European practices of teachers’ use of artificial intelligence in secondary education: analysis of guidelines Image of the Modern Pedagogue, 2 (227). pp. 35-38. ISSN 2522-9729

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Abstract

European practices of teachers’ use of artificial intelligence in secondary education: analysis of guidelines. The paper provides a comparative analysis of European guidelines on teachers’ use of artificial intelligence in secondary education in Austria, Italy, Germany, Portugal and France. The dataset comprises official documents issued by education authorities as well as international recommendations from the European Commission, the OECD, the Council of Europe and UNESCO. The analysis identifies converging practices across countries: AI use for low-risk lesson preparation (draft lesson plans, exercises and assessment criteria); classroom activities that require explicit teaching of verification, critical thinking and awareness of model limitations; and a shift in assessment design towards process evidence (drafts, logs), oral and reflective components, and disclosure of AI assistance. Risk-management requirements are also summarised, including GDPR-compliant data handling, data minimisation, bans on entering pupils’ personal data into public AI services, and mitigation of bias and misinformation. Cross-country differences are observed in the level of procedural detail and thematic emphases: Austria provides operational rules for AI use in upper-secondary final papers, France adds an eco-responsible “use sparingly” principle due to the computational footprint of AI systems, and Portugal highlights a human-rights perspective via Council of Europe materials. The study stresses that AI should complement, not replace, teacher–student interaction, and that grading must remain under human control. It highlights actionable areas for school guidance: permitted tools and disclosure practices.

Item Type:	Article
Keywords:	artificial intelligence; generative AI; secondary education; teachers; assessment; academic integrity; data protection; ethics; education policy
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute for Digitalisation of Education > Comparative Studies for Department Information and Educational Innovations
Depositing User:	науковий співробітник І.В. Іванюк
Date Deposited:	04 May 2026 08:45
Last Modified:	04 May 2026 08:45
URI:	https://lib.iitta.gov.ua/id/eprint/749058

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