The effective use of artificial intelligence in learning environments in pre-primary and primary education
Forthcoming
Status as published by the data source.
Expected Outcome:
Projects should contribute to all of the following expected outcomes:
• Provide policymakers and educators and parents with a solid understanding of the potential benefits, opportunities and challenges stemming from the use of artificial intelligence tools in learning environments in pre-primary and primary education, including with regard to their ethical dimension.
• Generate rigorous, policy-relevant evidence on the impact of use of artificial intelligence tools in learning environments on educational performance and youth well-being.
• Develop actionable advice to educators about how they can make an effective use of artificial intelligence tools in their work, including for the assessment of learning outcomes. Scope:
The use of artificial intelligence (AI) in learning environments in pre-primary and primary education is rapidly growing. However, there is limited evidence on how AI can challenge and improve learning outcomes, enhance the teaching techniques and support the teaching profession and how automating administrative tasks helps teachers focus on pedagogy and teaching challenges. Most existing research is from extra-EU contexts, which significantly limits the transferability of findings to EU education and training systems and is often conducted on a limited number of participants and covering short-time spans, hindering the possibility of generalising its findings. Moreover, research on the implications of AI tools for equity and inclusion in education is lacking. There is also a need to better investigate the challenges that AI poses to teaching and learning as well as pupils’ well-being. AI is developed to increase human efficiency yet also comes with often unexpected risks and challenges, especially when being applied to child audiences.
The research (including through SSH disciplines) could explore how AI can enhance curricula, improve teaching methods, and personalise learning through adaptive technologies. It should also consider the developmental appropriateness of AI tools for young learners, focusing on cognitive, emotional, and social growth. Research on AI’s impact on early childhood education and its role in supporting foundational skills would be valuable. Additionally, the research should emphasise the aspect of teacher support, including how AI can assist with lesson planning, assessment, and feedback. It should also explore training programs to help educators use AI effectively. Finally, inclusivity and accessibility are key angles to consider, ensuring AI tools are suitable for all students, including those with disabilities or from diverse backgrounds, and promoting multilingual and multicultural education.
Longitudinal studies are also needed, as current research is fragmented and looking at the short term. Proposals should focus on the need to understand long-term cognitive, social, and emotional impacts, which requires sustained, multi-year investigations. Furthermore, the role of media and digital tools requires attention. Proposals should consider the devices and platforms through which children encounter AI (for example robots, tablets, smartphones etc) and how these shape interactions and learning outcomes.
Relevant research questions to address include:
• How can AI-powered tools personalise learning experiences safely and effectively and support teachers in addressing diverse student needs?
• What are the potential benefits and challenges of integrating AI into initial teacher education and continuous professional development programmes?
• How can AI assist teachers in automating administrative tasks, allowing them to focus more on pedagogy and student engagement?
• What ethical considerations and potential risks, including in relation to wellbeing, should be taken into account when using AI in education to support teachers and students?
• What is the typical profile of teachers who are currently using AI-powered tools and which uses and perceived gratifications motivate using AI-powered tool?
• How can AI tools motivate children to learn?
• How can AI-based interventions address learning gaps based on individual students’ needs (including disabilities) and learning styles?
• What changes do educational programmes need to perform on a pedagogical level for the successful integration of AI?
• What do teachers need to implement the use of AI safely and effectively? Proposals can apply a variety of methods including rigorous experimental and/or quasi-experimental methods, but also experience sampling and general survey methods, to evaluate the effectiveness of existing AI tools or to test new AI tools. Proposals should evaluate the costs associated with the policy measures or programmes analysed. Proposals should look at different forms of AI tools, e.g. Generative AI, Intelligent Tutoring Systems etc. Proposals should also apply qualitative research methods to cover the ethical dimensions. Interdisciplinary approaches and close cooperation with educational institutions and educators are essential. Cooperation with media literacy organisations is encouraged. Clustering and cooperation among selected projects under this call topic and other relevant projects are strongly encouraged.
Particular attention should be paid to identifying and mitigating biases in AI systems to ensure equity and inclusion in education systems.
- Status
- Forthcoming
- Deadline
- (time not stated)
- Opens
- Published
- Total budget
- €12,000,000
- Grant range
- €3,000,000 – €4,000,000
- Country
- European Union (EU-wide)
- Programme
- Horizon Europe (HORIZON)
- Official page
- Open at the source portal
Other calls under Horizon Europe (HORIZON)
- PV based electrification of the economy: Designing & optimising PV systems supporting industrial electrification and promoting participation in electricity markets (EUPI-PV Partnership)
- Advanced TSO control rooms to enhance grid observability, stability and resilience
- Advanced Distribution Management Systems (ADSM) for more efficient and flexible distribution grids
- Community of practice - Data-Driven Decision-Making in Energy
- Industrial processes and equipment for innovative, reliable and scalable tandem technologies (EUPI-PV Partnership)
- Integrated Approaches for Retrofitting Infrastructures with Innovative Energy Storage Technologies
- Demonstration of hydropower technologies for efficient and forward-looking refurbishment of existing hydropower plants
- Delivery of industrial CCUS clusters – Societal Readiness pilot
All calls under this programme
Similar opportunities
- International cooperation in AI (IA)
- The impact of the use of digital tools outside school and for communication on educational outcomes and mental health
- AI integration in CCSI work practice: catalysing innovation and competitiveness
- Addressing the impact of artificial intelligence, cyberviolence, and deepfakes on equality, democracy and inclusive societies
- Researching and applying the potential of Artificial Intelligence to foster climate resilience at the regional and local levels
- AI supporting informed advice for farmers and foresters to improve competitiveness and sustainability
Where this came from
- Source document
- https://ec.europa.eu/info/funding-tenders/opportunities/data/topicDetails/horizon-cl2-2027-01-transfo-05.json
- Document fingerprint
ba869d14f175d5cb(SHA-256, first 16 hex characters)- Retrieved
- First recorded here
What has changed
- url first recorded as https://ec.europa.eu/info/funding-tenders/opportunities/portal/screen/opportunities/topic-details/horizon-cl2-2027-01-transfo-05 on
- currency first recorded as EUR on
- amount_max first recorded as 4000000.00 on
- amount_min first recorded as 3000000.00 on
- budget_total first recorded as 12000000.00 on
- deadline first recorded as 2027-09-23 on
- opens_on first recorded as 2027-05-13 on
- published_on first recorded as 2025-12-12 on
- status_basis first recorded as source_status on
- status first recorded as forthcoming on
- title first recorded as The effective use of artificial intelligence in learning environments in pre-primary and primary education on
Data source
© European Union, 2026. Source: EU Funding & Tenders Portal. Reused under Commission Decision 2011/833/EU — CC BY 4.0.
Retrieved from the source on .
The source last updated this document on Mon, 02 Mar 2026 09:43:42 GMT.
Personal data of natural persons has been dissociated by quiescence.eu.
This service is not affiliated with, sponsored or endorsed by the data publishers.