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Artificial Intelligence is rapidly entering classrooms, homes, and everyday learning. New tools promise to support teaching, enhance creativity, and personalize education. But for many, this raises more questions than answers. Which tools are actually useful for my needs? Can I trust them? How should they be used responsibly? For teachers, students, and parents, navigating this […]

Artificial intelligence is transforming the way people learn, work, and make decisions. Yet across sectors, one lesson is becoming increasingly clear: successful AI adoption is not only about technological capability. It is about whether people trust the tools, understand how to use them, and feel that innovation supports rather than replaces human agency. This is

Generative AI is already in education. The question is no longer whether schools will encounter it, but what kind of support they will need to use it well. That is where GenAI4ED has been focusing its attention. Over the past year, the project has not only reviewed the wider landscape of AI in secondary education,

As the GenAI4ED initiative progresses, a key output is the development of an intuitive, secure, and user-friendly platform that strengthens teaching and learning while aligning with ethical, regulatory, and educational standards. The platform is being developed by Konnektable Technologies Ltd., the project’s technical leader and scientific coordinator, to translate GenAI4ED’s vision into a solution that

After a year of research in the GenAI4ED project, one thing is clear: cheating continues to be a strong pillar in conversations around the use of generative Artificial Intelligence (GenAI) in secondary education. The dominant concern is not simply how GenAI supports learning, but whether it undermines academic integrity. While this concern is understandable, our

Abstract Generative Artificial Intelligence (GenAI) tools are increasingly used in educational contexts for tasks such as content generation, feedback support and tutoring. However, adoption is often faster than the availability of evidence, guidance and shared standards. This article argues that systematic evaluation is essential to ensure pedagogical value, protect learners and teachers, and support compliant,