Within the BrAIn project, a Collection of Good Practice Examples in the Implementation of the Curriculum “Artificial Intelligence: From Concept to Application” has been published. The collection features papers by teachers who participated in the experimental implementation of the curriculum during the 2024/2025 school year in primary and secondary schools across Croatia. A total of 234 teachers took part in the implementation, some of whom were actively involved in action research and communities of practice, exchanging experiences and teaching ideas for working with students.
This collection of teachers’ papers is only one of the outcomes of the experimental curriculum implementation within the BrAIn project, but it most faithfully testifies to the dedication, creativity and professional engagement of the teachers involved in the action research. It brings together examples of good practice, professional reflections and teaching ideas that can serve as an incentive for the further development of teaching about artificial intelligence and new technologies in various educational contexts.
The papers cover different approaches to learning and teaching about artificial intelligence, including theoretically oriented introductions to fundamental concepts, practical work with generative tools, the development of digital content, project-based and problem-based learning, and discussions on ethical issues and the impact of new technologies on society.
It should be noted that, in addition to providing an overview of activities that were practically implemented and tested, the collection’s particular value lies in the authentic reflections of teachers on the possibilities, challenges and scope of teaching about artificial intelligence within a specific school context.
Furthermore, the papers gathered in the collection clearly demonstrate how teaching about the issues raised by artificial intelligence and new technologies in the school context is developing as an interdisciplinary, research-based and reflective field of work. In this respect, artificial intelligence is not reduced merely to familiarisation with new tools; rather, it becomes content through which students develop digital literacy, critical thinking, ethical awareness, creativity and the ability to act responsibly in the contemporary digital society.
The descriptions of teaching activities, teachers’ reflections and examples of good practice enable a better understanding of the possibilities for integrating artificial intelligence into the education system. The collection also presents the development of the artificial intelligence curriculum and contributes to reflection on future directions for learning about artificial intelligence in education.
