Friend or foe? Evidence from the use of generative artificial intelligence in learning and teaching

The European Commission published (22 September 2026) 'Friend or foe? Evidence from the use of generative artificial intelligence in learning and teaching,' a Commission/JRC evidence report finding that generative AI 'is slowly but steadily moving from a technological innovation to a mainstream tool' across EU education and learning practices, and that whether it benefits learning outcomes 'depends on how the technology is used,' with long-term effects on skills still unclear. The report calls for substantial initial and continuous teacher professional development supported by institutional guidelines for responsible use, and flags bias, privacy and overreliance risks. A companion Eurydice report, 'Digital education at school in Europe 2026: Bridging gaps in access, teaching and learning,' finds digital competence is in lower-secondary curricula in almost all systems analysed while standardised assessment remains uncommon, and that nearly two-thirds of education systems have AI strategies or guidance frameworks.

Signals the direction of EU AI-in-education policy and workforce-skills requirements ahead of the Education Package — directly relevant to EdTech, skills and training providers operating across the single market.

Map the report's teacher-training and institutional-guidance recommendations to your EU workforce and EdTech compliance roadmap ahead of the Commission's forthcoming Education Package.