Digital learning experiences in constant transformation
School has already changed – and continues to evolve.
More and more classrooms now use digital tools: from tablets and e-books to online attendance systems. What many don’t realize is that artificial intelligence (AI) has already become part of this transformation. A look at other European countries shows how differently AI is used in education – both as a learning tool and as a subject of learning:
- Estonia is one of Europe’s pioneers in digital transformation. There, students learn the basics of algorithms and coding in a playful way starting in elementary school.
In higher grades, AI is taught systematically in computer science – not only technically, but also critically: What kind of data do AIs use? How does machine learning work? And what does this mean for privacy and shaping opinions? - Finland, known for its innovative education system, has created a free online course, “Elements of AI”, aimed at all citizens and increasingly used in schools.
Students learn what AI can – and cannot – do. The technical aspect is linked with social questions such as: What kinds of decisions should AI be allowed to make? - Austria promotes AI-related skills through pilot programs.
In Vienna, for example, schools experimented with AI-based learning platforms for personalized learning. At the same time, workshops are organized where young people explore how AI affects their daily lives – from music recommendations to deepfakes – and how they can think critically about it.
Today, many learning platforms use AI to adapt exercises to each student’s level.
An app might notice that a child makes frequent mistakes and suggest easier exercises – or recognize that a child is progressing quickly and offer new challenges.
This sounds practical – and it can be very useful:
Children receive targeted support, boredom and overload are avoided.
But it’s worth asking critically: Are children truly learning better with AI – or are they at risk of relying too much on technology and thinking less on their own? And what happens to all the data being collected?
To personalize learning, many platforms closely track how students work: how long they take per exercise, where they make mistakes, how often they practice, even how they respond to feedback. These learning profiles are very sensitive data.
What today serves individual support could tomorrow be used for other purposes – for example, in school admissions, university selection, or “learning potential” evaluations. In most countries, the law has not yet caught up – data protection lags behind technological progress.
What this means for parents: It’s worth checking which platforms your child’s school uses and how transparent they are about data handling.
Trustworthy providers clearly explain: what data is stored, for how long, and for what purpose.
Tip: Don’t hesitate to ask — the school or the provider.
And talk with your child about how important it is to think along with AI — because no app can replace their own judgment.
From ChatGPT to Math Apps – Help or Hindrance to Learning?
Today, children encounter artificial intelligence (AI) in many different forms of learning:
- Language generators like ChatGPT can write essays, summaries, or even poems.
- Math apps can solve problems and explain the steps.
- Language learning apps recognize pronunciation and provide corrections.
- Tutoring platforms (e.g., Sofatutor, Anton, Simpleclub) adapt their material to each student’s individual needs.
But how are such tools used in other European countries?
- Finland: Focuses on equal access for all.
The platform Oppimisen palvelut offers AI-based exercises that adjust to each learner’s pace. Critical digital literacy is part of the curriculum:
Can I use a text generator for my assignments? How do I know if it’s correct? - The Netherlands: Platforms like Snappet are used in many primary schools.
They continuously adjust difficulty levels based on the child’s progress.
Teachers receive real-time insights into each student’s development, allowing them to offer targeted support. - France: Is testing a national AI tutoring platform (MIA – Mon IA) aimed at supporting students with learning gaps. The platform analyzes anonymized performance data and recommends personalized exercises — with a strong focus on data protection:
Data is hosted on government servers and cannot be used for commercial purposes.
These examples show that AI has already become an integral part of school life in many countries — sometimes as a tool for more personalized learning, sometimes to promote equality of opportunity. The crucial question remains: Will AI become a tool for greater fairness in education, or will it start replacing human relationships and pedagogical guidance?
AI can be incredibly useful — when children understand what it does.
But often, they use it without much thought. One click, and the text is ready.
Yet that’s when the risk arises: AI starts doing the thinking instead of the child.
And then, AI stops being a helpful assistant — and becomes a shortcut for convenience.
What Parents Should Know and Discuss
As parents, we often wonder:
“Is this still learning — or already copying?”
The truth lies somewhere in between. Artificial intelligence (AI) can be a valuable aid if used correctly. But that requires clear rules — and open communication within the family.
Questions parents can discuss with their children:
- Did you really understand the assignment — or did you just copy an answer?
- Can you explain in your own words what the AI told you?
- Could you have solved the task without its help?
- When does AI truly help you — and when does it “take the learning away” from you?
These questions help children take responsibility for their own learning — and see AI not as a “shortcut,” but as a support tool.
Tip for parents:
If you’re unsure how to approach these conversations or how to assess AI use, you can find guidance at https://www.klicksafe.eu/en. The platform offers reliable information and practical advice on safe use of digital media — and specifically on artificial intelligence.
Case Study
Tim and the “Smart” Answers
Tim is 12 years old. His teacher asks the class to write a fantasy story.
Tim isn’t in the mood — and opens ChatGPT. Within seconds he has a perfect text: correct spelling, exciting plot, neat ending. His parents are impressed — they didn’t know he could write so well! But when they ask him, “How did you come up with this idea?”, Tim falls silent. He doesn’t know what to say.
A few days later they take a test — this time without help. Tim barely writes anything. The teacher becomes suspicious and invites the parents for a conversation. Together, they discover that Tim knows far less than his assignments suggested. Now the problem isn’t AI — it’s the child’s self-confidence. He became dependent on the technology — and now he no longer believes in his own abilities.
Activity
Learning Together With and Without AI
This activity shows children the difference between thinking for themselves — and letting AI do the thinking for them.
Step 1: Choose a real school task.
For example:
- a math problem
- a short writing task
- a vocabulary translation
- a knowledge question (e.g., “What is photosynthesis?”)
Step 2: Solve it yourselves first.
Discuss, try things out, make mistakes. Write your solution on paper.
Step 3: Now give the same task to an AI (e.g., ChatGPT, a math app, or a translation tool).
Step 4: Compare the two results.
- Which was better?
- Where did you learn more?
- Which process made you think more?
Step 5: Discuss the results. What was the difference between understanding and simply getting it? This exercise strengthens the ability to self-reflect – and helps children to use AI wisely, but not abuse it.
Message for Parents
Learning Doesn’t Mean “Getting Everything Right”
At school, there’s often a strong focus on having the right answer.
But learning isn’t just about being correct — it’s about understanding, practicing, making mistakes, and growing. When AI immediately provides the right answer, it takes away exactly this essential process of learning. That’s why: Encourage your child to think for themselves. Praise the effort, not only the result.
Show them that mistakes are natural — and necessary for learning.
Digital Family Rule
AI Can Help — But It Shouldn’t Think for Us
Many families find it very helpful to establish shared rules for using artificial intelligence at home.
Tip:
Children should feel that AI is a useful assistant —but that they remain in control.
Info Box
Did You Know?
- In many learning apps, it’s not clear which content was created by AI and which by
humans. - Studies show that children learn better when they discover their mistakes themselves,
instead of just receiving ready-made feedback. - In Scandinavian countries, like Finland, AI is consciously integrated into teaching:
students learn not only with AI but also about AI — how it works, where its limits lie, and
how to think critically about it. - Teachers receive special training through government programs or universities, so they can use AI in the classroom responsibly and reflectively.
- Research shows that students who use AI as a complementary tool learn more — but only if they understand how its results are generated.
- Many teachers find it difficult to recognize when a text has been written by AI — theynotice it only when the child cannot explain it.
- In Estonia, AI education starts as early as primary school: children learn how machines “think,” what they can do, and where their limits are.