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AI in Education


EADTU member organisations are exploring the latest developments in supporting teaching and learning. In this respect, recent developments in artificial intelligence (AI), including machine learning and learning bots, are of interest to be further considered.  

The incorporation of AI into the teaching processes certainly looks promising but needs to be further explored, especially on how AI can help to enhance education and learning. 

Meet our experts on AI in Education
George Ubachs, EADTU [CHAIR]
 Garcia Brustenga, UOC 
Emili Rubió Lorenzo, UOC  
Tommi Kärkkäinen, JYU 
Ari Hirvonen, JYU  
Florian Rapp, FernUni in Hagen 
Corneel Theben TervileHowest University College 
Jesus G. Boticario, UNED 
José Luis Aznarte, UNED 
Francis Wyffels, Ghent University 
Wayne Holmes, OUUK 
Rafael Hidalgo, OUUK 
Vitor Rocio, UAb  
Alessandro Caforio, UNINETTUNO 
Roland Klemke, OUNL 
Andrzej Wodecki, Warsaw University of Technology  
Tinne De Laet, KU Leuven   
Dimitris Kalles, HOU 
Pantelis M. Papadopoulos, Aarhus University 
Hanna Teräs, TAMK 
Kirsi Varpa, TAMK 

EMPOWER offers

This field of expertise will explore state of the art research and innovation as well as institutional strategies on artificial intelligence. The team of AI-experts will be working on the following tasks:

How AI in education can help to enhance teaching and learning  

  • Exploring the potential of AI in education
  • Exploring organisational conditions for the implementation of AI in education 
  • Generating (institutional and policy) support for AI in education

 New developments in the field of AI in education 

  • Sharing studies on research and innovation in the field of AI in education; 
  • Making an inventory of models for AI in education; 
  • Identifying opportunities and obstacles for implementing AI in education; 
  • Leveraging collaboration on cutting-edge research on AI in education among EADTU partners

Institutional strategies for artificial intelligence 

  • Making an inventory of existing institutional strategies; 
  • Making an inventory of examples of good practice;   
  • Developing a reference model for institutional strategies.