The BrAIn curriculum transformed my teaching. What began as an extracurricular activity with female students in the economics programme has now become an elective subject at the school. BrAIn gave me the structure, confidence and freedom to connect artificial intelligence with the real-life experiences of students from a rural area, and to equip them with competencies that set them apart in the labour market. To colleagues considering joining, I can only say this: BrAIn is not just a curriculum, but a strong community of CARNET experts and teachers that safely guides us through the changing world of education.

Martina Jerković; Ivan Meštrović High School, Drniš

With the many challenges we face every day at school, there are always those that bring a touch of enthusiasm and freshness, shifting the focus back to what matters most – knowledge. The BrAIn project is exactly such an example: in this new digital world, it gives us an opportunity to learn something new and, together with our students, create a stimulating and creative environment. I must admit that my many years of previous work experience in the IT sector further encouraged me to join BrAIn and to pass on to my students not only mathematical knowledge, but also other skills. Although every new challenge requires a great deal of work and effort, that is precisely where the real and lasting results lie. In a world where AI is developing at an unexpected pace, we are aware that only through education can we develop key competencies through independent research and critical thinking.

Kristina Kraljev, univ. mag. math.

At the beginning, I saw this extracurricular activity as a journey on which my students and I would improve our knowledge and skills in the world of artificial intelligence (a world that has undeniably become an inseparable part of our reality and cannot be ignored). However, already in the first year of implementation, we gained much more. As students gradually progressed through the curriculum, they began to openly share their thoughts and ask questions they otherwise have no one to ask. In my role as a teacher mentoring, coordinating, and collaborating I supported them in developing knowledge and habits for using artificial intelligence, guided by good intentions and ethical principles. Throughout this demanding process, we had the support of CARNET through effective communication, training, and teamwork. The journey is long and challenging, and I hope that our students will learn to navigate it safely and successfully. After all, who will help them in this, if not us, their teachers?

Lidija Šaravanja; Primary School Vladimir Nazor, Čepin

"Artificial intelligence is a turning point for our school. It's a revolution in accessibility, and this project is taking us forward. For students with visual impairments, artificial intelligence is not just technology; it's a bridge. It allows their future to be determined by their abilities, not their disabilities."

Mirko Milak, Centar za odgoj i obrazovanje “Vinko Bek”, Zagreb

“I have been participating in CARNET's BrAIn project since the very beginning of its implementation, and this is my second year of active work on the new curriculum. From a teacher's perspective, I can emphasize that the curriculum is of exceptional quality, well-structured, and at the same time flexible enough to easily adapt to different levels of students' prior knowledge and teaching contexts. Its greatest value is its strong focus on practical application - it provides teachers with clear guidelines, but also the freedom to design activities that are understandable, motivating, and meaningfully connected to real life for students. I consider the emphasis on the ethical, safe, and responsible use of AI and the systematic development of critical thinking to be particularly important. Students do not use AI uncritically, but learn to recognize the limitations of technology, reflect on authorship, privacy, and the impact of AI on society. Such an approach not only develops digital skills, but also responsible, aware, and active users of technology, which makes the BrAIn curriculum extremely valuable for modern teaching.”

Dalia Kager, Eugen Kvaternik Elementary School, Velika Gorica

“Through a variety of activities, students developed critical thinking, creativity, and digital competencies, and for me, the BrAIn curriculum opened up new perspectives and enriched teaching with fresh ideas and approaches. Thanks to its flexibility, structured and elaborated outcomes, alignment with scientific research, and the content and recommendations it brings, this curriculum provides teachers with security and freedom in designing their teaching, and students with a stimulating environment for research, creation, and development of 21st century competencies, making it an experience that I would gladly recommend to my colleagues.”

Sanja Pavlović Šijanović, Vukovar High School

“Artificial intelligence is transforming education and is essential in preparing students for the challenges and opportunities that lie ahead. Educators must weigh the benefits against the risks and ethical considerations to create an educational environment that fosters learning without compromising student well-being. AI tools enable more dynamic and effective educational environments. As students prepare for a future increasingly influenced by technology, it is important to foster an educational atmosphere that promotes adaptability, critical thinking, and collaboration.”

Marina Mirković, Technical School, Požega

"The BrAIn project improved the teaching process by creating a personalized, interactive and stimulating learning environment with the help of artificial intelligence, which achieves faster and deeper conceptual understanding of content in STEM subjects in eighth grade. The project encourages active and independent learning among all my students, while reducing the need for parent and teacher involvement."

Tanja Paris, Vijenac Elementary School, Osijek