Teachers adopt artificial intelligence, but lack of training and unequal access slow progress, the report “Bridging Challenges, Enhancing Education” reveals

The report carried out by the M{AI}L project shows how teachers from four European countries are beginning to integrate artificial intelligence into their classrooms, with results that are as promising as they are uneven.

Based on contributions from 74 teachers in Portugal, Greece, Türkiye and Italy, the study shows that artificial intelligence is already part of the daily routine of many educators. More than half of the participants, 59 percent, report using artificial intelligence or machine learning tools in their lessons. ChatGPT emerges as the most commonly used tool, mentioned by more than half of the teachers who already work with these technologies. Other tools, such as Copilot, Canva AI, Suno and Gemini, indicate that teachers are experimenting with a surprisingly diverse range of solutions.

One of the most noteworthy findings concerns how these technologies are used. Most teachers rely on artificial intelligence primarily during lesson preparation, particularly for planning, adapting content, translating materials and creating visual resources, quizzes and multimedia materials. However, direct use with students remains limited. While areas such as Languages and ICT show higher adoption levels, other subjects, like Mathematics or Arts, are still in the early stages of exploration.

Despite growing enthusiasm, the report highlights several persistent challenges. The main barrier is the lack of knowledge and training, identified by more than one third of teachers. This obstacle unexpectedly outweighs technological issues such as lack of equipment or unstable internet connections, which remain problematic, especially in schools with limited infrastructure.

Ethical concerns also feature prominently, particularly in Greece and Türkiye, where teachers express worries about issues such as plagiarism, inappropriate use by students and the lack of tools suited to younger learners. Many emphasise the need for clear guidelines and solutions that better protect students’ well being.

Interestingly, despite the lack of resources and training, school leadership is largely supportive of adopting these technologies. Nearly 70 percent of teachers state that their school leadership is very or fully open to the integration of artificial intelligence. This support creates favourable conditions for progress, provided it is accompanied by practical training and investment in equipment.

The report concludes that, although the potential of artificial intelligence in education is undeniable, effective implementation will depend on continuous training programmes, better infrastructure and access to adequate pedagogical resources. Without these elements, the gap between early experimentation and meaningful, systematic adoption may persist.

The full report is now available here.