5th Day of Teacher Training in Greece

On the final day of the training, teachers engaged in activities regarding AI ethics. Through hands-on exercises, participants explored how to create accessible and ethical educational materials, while also reflecting on the importance of responsible AI use. The day culminated in group discussion and reflections, cultural celebrations, and a shared commitment to integrating innovative AI solutions into their classrooms to support diverse learners.

Seminar Session: Ethics of AI use in schools: safe, fair & sustainable integration

The final day of the teacher training began with a comprehensive seminar aimed at consolidating teachers’ understanding of OSINT (Open Source Intelligence) and AI in education. The session aimed to deepen their awareness of how these tools could be used responsibly to support digital literacy, critical thinking, and ethical awareness among students.  
During the seminar, the facilitator presented the basic concepts of OSINT, emphasizing its role in verifying online content, fact-checking, and promoting responsible digital citizenship. Teachers learned about various open-source tools and techniques for gathering and analyzing publicly available information. The discussion highlighted the importance of verification and ethical considerations when using open sources.  
The facilitator then explored the applications of AI in education, including its uses for personalized learning, assessment support, and content creation. Teachers reviewed best practices for AI use that supported inclusivity and avoided biases. The session included real-world examples, case studies, and interactive discussions, which encouraged teachers to critically evaluate both the opportunities and potential risks of AI in their teaching.  
Overall, the seminar aimed to equip teachers with the necessary knowledge to promote responsible use of AI and OSINT tools, foster digital citizenship, and prepare students for an increasingly connected world.

Workshop Session: Reflection, planning and certification  

Following the seminar, teachers participated in a practical workshop designed to reinforce their skills through hands-on activities. The session was structured around real-world scenarios, encouraging teachers to apply their knowledge of OSINT and AI tools directly in classroom settings.  
Teachers worked in small groups to verify online images or news articles using open-source tools like Google Search, reverse image search, and TinEye. They practiced analyzing sources and contexts to determine whether the content was real, misleading, or fake.  
Throughout the workshop, teachers exchanged ideas and best practices on how to responsibly incorporate AI and OSINT into their curricula. They left with ready-to-use activities, lesson ideas, and strategies for fostering critical thinking and digital literacy among students.

Farewell Activities  

The day concluded with several traditional and cultural activities to celebrate the successful completion of the training and foster a sense of community among participants. These included:
 

a) School Tour  
Teachers took part in a guided tour of the host school, which showcased its innovative facilities, laboratories, and creative spaces. The tour aimed to demonstrate how the school integrated technology and AI into its teaching practices. Teachers observed practical examples of student projects and innovative methods, exchanging ideas and best practices with host educators.

b) 10-Minute Evaluation Form  
Participants completed a brief feedback survey designed to assess their overall training experience. They reflected on what they found most valuable, suggested improvements, and shared their intentions for applying what they learned back in their own schools. This feedback aimed to help organizers improve future training sessions.

c) Greek Custom – Cutting Cakes with Lucky Coins  
Participants engaged in a traditional Greek custom of cutting two celebratory cakes, each embedded with a lucky coin. This activity symbolized good fortune and prosperity for the teachers’ future endeavors. It fostered a joyful atmosphere, cultural exchange, and camaraderie among the participants.

d) Certificate Ceremony  
The training culminated in a formal certificate ceremony, where each teacher received a certificate of participation. The event included group photos to commemorate the achievement, acknowledging teachers’ dedication to professional development. The certificates served as a recognition of their efforts and commitment to advancing their skills in AI and inclusive education.

Final Celebration  
The day closed with a visit to a Greek tavern, where teachers enjoyed traditional music, dancing, and local cuisine. The host school presented small gifts as tokens of appreciation, and warm wishes were exchanged for a safe journey home. The lively gathering fostered personal connections and strengthened professional networks among the educators.  
The celebration highlighted the importance of cultural exchange, community building, and continued collaboration within the Erasmus+ program. It left teachers inspired and motivated to incorporate their new knowledge into their teaching practices, promoting inclusive and innovative education.

4th Day of Teacher Training in Greece

This fourth day of teacher training focused on integrating AI-powered 3D design tools into STEM education. The goal was to introduce educators to innovative software that enhances modeling, visualization, and hands-on learning, helping students explore complex concepts through creative and inquiry-based activities.

 

Seminar Session: How AI and 3D design tools support personalised, inquiry-based STEM learning 

The day began with an engaging seminar exploring how AI-powered 3D design tools can transform STEM education by fostering personalized, inquiry-based learning experiences. The presentation emphasized the following key points:

- The Role of AI in 3D Design for STEM
AI enhances 3D modeling by automating complex tasks, offering intelligent suggestions, and enabling rapid prototyping. It supports teachers and students in creating customized models aligned with specific inquiry questions or project needs.

- Support for Inquiry-Based Learning  

AI-driven 3D tools empower students to explore concepts through hands-on modeling, encouraging experimentation, problem-solving, and critical thinking. These tools support iterative design processes, helping learners understand structural and mechanical principles interactively.

- Advantages of AI and 3D Design Integration  

• Rapid creation of accurate, complex models without advanced CAD skills  
• Personalization of models according to individual interests and inquiry questions  
• Visualization of abstract concepts, making them accessible and engaging  
• Facilitating collaborative learning and peer review through shared models

- Examples of Applications
The presentation showcased how AI-assisted 3D modeling can be used in engineering design, physics experiments, and robotics projects, allowing students to prototype parts, simulate mechanical systems, and visualize scientific phenomena.

This seminar set the foundation for understanding how AI-enabled 3D tools can promote active, inquiry-based STEM learning tailored to individual student needs.

 

Workshop Session: Learning by doing: Create a simple 3D model for a STEM activity

Following the seminar, participants engaged in a workshop where they applied their knowledge to create a basic 3D model relevant to a STEM activity. The activity involved:

- Step-by-Step Modeling  

Teachers used an accessible AI-assisted 3D design platform (e.g., Tinkercad or Onshape) to build a simple model, such as a mechanical part or a scientific apparatus component. They:

• Chose a specific inquiry-based task (e.g., designing a bridge, a gear, or a scientific model).
• Used AI features to generate initial shapes or suggest modifications.
• Customized the model by resizing, combining shapes, and adding details.

- Exploration of AI Features  
Participants experimented with AI tools that:

• Automate repetitive tasks (e.g., aligning parts, creating patterns).
• Suggest design improvements.
• Enable quick iterations to refine models.

- Application in Classroom Context  

Teachers reflected on how to incorporate this modeling activity into their lessons, emphasizing:

• Personalization based on student interests.
• Inquiry-driven tasks where students design solutions to real-world problems.
• Opportunities for collaboration and peer review.

The workshop aimed to demonstrate that even simple models can significantly enhance inquiry-based STEM learning while making the process accessible for teachers and students alike.

 

Discussion-Conclusion Session

In the final discussion session, participants reflected on how AI and 3D design tools can support personalized, inquiry-based STEM learning. They shared ideas on integrating modeling activities into their curricula to encourage student creativity, experimentation, and deeper understanding of scientific concepts. Teachers emphasized that AI accelerates model creation and fosters collaboration, making complex ideas more accessible and engaging. They also discussed challenges such as technical difficulties and the importance of scaffolding activities for diverse learners. Overall, the session reinforced the potential of AI-enhanced 3D tools to transform STEM education by promoting active, inquiry-driven learning experiences tailored to individual student needs.
Teachers summarized key takeaways, highlighting:

• The efficiency of AI in accelerating model creation and iteration.
• The importance of inquiry-driven activities that foster deeper understanding.
• Strategies for scaffolding modeling tasks for diverse learners.
• The value of collaborative design and peer feedback.

The session concluded with encouragement to experiment with AI-powered 3D tools in their classrooms, share models with students, and foster a culture of innovation and creativity in STEM education.

3rd Day of Teacher Training in Greece

 

The third day of training was structured to provide educators with practical skills and insights into creating inclusive assessments and micro-lessons using AI-powered tools. The session was organized into three key parts: a seminar, a hands-on workshop, and discussion, conclusion, and evaluation activities.

 

Seminar Session: Using Canva AI & Gamma AI to enhance assessment and communication in STEM

The day began with a comprehensive seminar introducing the pedagogical framework of Universal Design for Learning (UDL) and the role of AI in reducing cognitive load and increasing accessibility in STEM education. The presenter explained how AI tools like Canva and Gamma can streamline assessment creation, support diverse learners, and foster engagement.

Key topics included:

• How AI simplifies complex data and automates routine tasks.
• The importance of accessible content, including visual supports, auto-captions, and translations.
• The benefits of micro-lessons and interactive content in supporting self-paced and inclusive learning environments.
• Examples illustrating AI-enhanced assessment design, such as dynamic question generation, visual explanations, and embedding simulations.

This theoretical overview set the stage for the subsequent practical activities, emphasizing the importance of designing assessments that are accessible, engaging, and tailored to individual learner needs.

 

Hands-On Workshop: Create a complete assessment with Canva/Gamma

Following the seminar, participants engaged in intensive, practical workshop organized into three main activities:

1. Assessment Design with Canva AI  
Teachers defined their assessment topics, learning objectives, and evaluation type (formative, summative, or diagnostic). Using Canva's AI tools, they generated questions - including multiple-choice, short-answer, and open-ended formats - and designed clear, supportive rubrics. They also explored adding visuals, diagrams, and real-world contexts to make assessments more accessible.

2. Visual and Accessibility Enhancements  
Participants used Canva’s Magic Media and Magic Design to incorporate visual elements such as diagrams or illustrations. They checked and applied accessibility features like sufficient color contrast, alt text, and text-to-speech options, ensuring their assessments supported students with disabilities or language barriers.

3. Micro-Lesson Development with Gamma AI  
Teachers used Gamma AI to craft micro-lessons that introduce or reinforce assessment topics. These self-paced, interactive lessons included embedded videos, simulations, reflection questions, and structured content sections. The process aimed to support students’ understanding and retention while accommodating diverse learning styles.

Throughout these activities, teachers reflected on how each feature supported inclusion and saved time, with a focus on practical classroom application.

 

Discussion, Conclusions, and Evaluation: Sharing Insights and Planning Next Steps

The final part of the day involved group discussions and individual reflections to consolidate learning and plan future implementation:

- Group Discussions  
Teachers shared which AI tools and features saved them the most time and which ones offered the greatest support for learners with special needs. They discussed potential modifications to their assessment and lesson designs to better meet their students’ needs and shared best practices for inclusive AI integration.

- Reflections and Feedback  
Participants individually reflected on the ideas they intended to implement immediately, the anticipated impact on their students, and any concerns or questions. They evaluated the training’s contribution to their digital competence, understanding of inclusive practices, and confidence in using AI tools.

- Closing and Future Directions  
The session concluded with a focus on ongoing application, encouraging teachers to experiment with these AI tools in their classrooms, adapt assessment strategies, and continue collaborating with peers to foster inclusive STEM education.

This structured approach ensured that educators not only gained theoretical knowledge but also developed practical skills and reflective insights to make their teaching more inclusive and effective through AI.

2nd Day of Teacher Training in Greece

 

The second day of training brought together the educators from all the participating schools to deepen their understanding and practical skills in using innovative AI tools for inclusive STEM teaching. Building on the previous day’s introductory activities, the session was structured around engaging seminars, collaborative workshops, and reflective discussions, all aimed at fostering inclusive, differentiated, and efficient teaching practices through AI.

Seminar Session: AI tools that make STEM learning dynamic, accessible and differentiated

The day commenced with a seminar session that showcased the transformative potential of AI tools in the classroom. Participants learned about a suite of advanced applications, including Magic School, Diffit, and QuestionWell, which are designed to support diverse learners and streamline teachers’ workflows. The seminar highlighted real-world testimonials from educators who have successfully integrated these tools, emphasizing benefits such as time savings, personalized learning, and enhanced student engagement. Discussions also covered how these tools support inclusion by adapting content to different reading levels, providing formative assessment, and fostering multimodal learning.

Group Co-Creation Workshop Session: Build AI-powered lesson materials using MagicSchool, Diffit & QuestionWell

Following the seminar, teachers engaged in a group workshop designed to develop practical skills in lesson planning and material creation. Participants worked in small groups to design lessons that incorporate the AI tools. They selected specific tools - such as Lesson Planner, Text Rewriter, Worksheet Generator, Rubric Generator, Diffit, and QuestionWell - and generated tailored educational resources. For example, teachers created differentiated texts, assessment rubrics, interactive quizzes from YouTube videos, and custom worksheets, all aligned with their lesson objectives. This collaborative activity emphasized how AI can save time and support inclusive practices by customizing content for students with varying needs and abilities.

Final Reflection, Discussion, and Feedback

The day concluded with a reflective session where each group shared insights and best practices. Teachers discussed which tools saved the most time, how these tools could better support students with learning difficulties, and potential modifications needed before applying the resources in real classrooms. The facilitator encouraged a collaborative exchange of ideas, fostering an environment of continuous improvement and peer learning.

This final discussion also served as a platform for collecting feedback on the workshop, emphasizing the importance of integrating AI tools into everyday teaching to promote inclusive, differentiated, and engaging STEM education. Participants left with practical strategies, newfound confidence in using AI, and a shared commitment to enhancing their teaching practices for the benefit of all learners.

1st Day of Teacher Training in Greece

The first day of the Erasmus+ AI4Inclusion Teacher Training Programme took place at the 12th Vocational High School (EPAL) of Thessaloniki and marked the official kick-off of a week dedicated to the pedagogical integration of Artificial Intelligence in education. The training focused on introducing teachers to key AI concepts and exploring how AI tools, such as ChatGPT, can support inclusive and effective lesson planning.

 

Seminar Session: How ChatGPT transforms STEM teaching and lesson preparation 

The day began with a two-hour seminar that combined theoretical input with interactive discussion. After a warm welcome and project introduction, participants were introduced to the goals of the AI4Inclusion project and the expected outcomes of the training week.

The seminar provided an accessible introduction to Generative Artificial Intelligence, explaining what AI is, how generative AI tools function, and what kinds of content they can produce. Special emphasis was placed on current educational questions, such as the reliability of AI-detection tools and the widespread concern about student use of AI in learning and assessment.

Rather than viewing AI as a threat, the session encouraged participants to reflect on how education has historically adapted to new technologies. Teachers explored the idea that AI does not create academic integrity problems but instead highlights the need to rethink traditional assessment practices. Through short reflective activities, participants examined how existing tasks could be redesigned to promote critical thinking, reflection, and deeper understanding.

The seminar also addressed the shift in teaching mindset required in the age of AI, focusing on:

• student-centred learning,

• the teacher’s role as a facilitator,

• formative feedback instead of purely summative assessment,

• ethical and transparent AI use in schools.

Concrete classroom examples from different subject areas demonstrated how AI tools can be used to enhance engagement, creativity, and conceptual understanding.

Hands-On Workshop: Practical ChatGPT: Solving real lesson-prep challenges

Following the seminar, teachers participated in a one-and-a-half-hour hands-on workshop based on a structured worksheet and real classroom scenarios. During this session, participants worked individually and collaboratively to explore how ChatGPT can support lesson preparation.

Teachers began by identifying a real teaching challenge from their own classroom context. They then learned how to write effective prompts for AI tools, focusing on using AI as a teacher-support tool rather than as a shortcut for students. Participants practiced refining their prompts to ensure inclusion, differentiation, simple language, and in-class applicability.

The workshop emphasized critical evaluation of AI-generated content. Teachers reflected on what aspects of the output were useful, what needed adaptation, and what should not be given directly to students. Through this process, participants gained practical skills in guiding AI use responsibly and pedagogically.

Discussion, Conclusions, Evaluation and Feedback

The day concluded with a 45-minute plenary session dedicated to discussion, conclusions, evaluation, and feedback. Participants exchanged views on the stages of lesson preparation where AI was most helpful and shared concerns about student misuse of AI.

Teachers were encouraged to identify one small, realistic change they could implement in their next lesson, reinforcing the idea that meaningful innovation often starts with gradual steps. The session ended with an exit-ticket activity, allowing participants to express one idea they would take with them and one concern they still had.

2nd Web Meeting

The second online web meeting of all partners was held on Thursday 18 October 2025, via Zoom platform. The main goal of the meeting was to prepare all teachers for the first mobility scheduled between 12 and 16 January 2026.

The coordinator of the meeting was the school from Greece, represented by Georgios Alexiadis.

The main themes of the meeting were the following one:

• Introduction of Participants
• List of Participants of the Mobility in Greece
• Presentation of the Training Programme and Hosting School
• Transport Arrangements
• Accommodation for Teachers
• Financial Arrangements
• Future Mobilities
• Accommodation for Student Mobilities
• Division of Responsibilities within the Project
• Questions and Discussion
• Formal and Communication Arrangements

Teacher Training Program

Teacher mobility offers a unique opportunity for professional development and the exchange of good practices among European schools. In this context, the Greek school will welcome a group of teachers from the rest school partners, aiming at enhancing their skills and exploring innovative teaching approaches on AI. According to the following table, the 5-day training programme includes daily seminars and workshops, among with a coffee break. The implementation of this programme will demonstrate the value of collaboration, knowledge-sharing, and continuous professional growth. The participants will return to their schools inspired, empowered, and equipped with new methodologies that can enrich classroom practices. By fostering such international partnerships, we strengthen not only our educational institution, but also the broader European learning community.

Project Logo Creation

We are pleased to present the logo of our Erasmus+ project!

The school of Turkey created and proposed two versions of our project's logo. All partners unanimously decided to choose the following one.

The design was created by the school of Turkyie, reflecting the values, goals, and spirit of our partnership. Each element of the logo symbolizes cooperation, innovation, and the shared European identity that unites our schools.

The selected logo will represent our Erasmus+ journey throughout all activities, events, and publications.

Congratulations to everyone involved for their inspiring ideas and contribution!

Stay connected for more project updates and upcoming events.

II Liceum Ogolnoksztalcace im.PiotraFirleja w Lubartowie (POLAND - Coordinator)

Piotr Firlej Comprehensive School No.2 in Lubartów has existed since 1993. The school is under the patronage of numerous universities and institutions: patronage of the Maria Curie-Sklodowska University in Lublin (UMCS), patronage of the Tatra Mountains Volunteer Rescue Service, patronage of the Institute of Physics, of the Faculty of Earth and Spatial Sciences.

The school also has academic classes at the Warsaw School of Economics, the Warsaw University of Life Sciences and the Military University of Technology.The school offers a range of cultural, scientific, and technological activities that connect students to the world, including conferences, theater, sports, voluntary service etc.

The school currently has 51 teachers and 22 classes attended by 590 students. Students follow programmes with extensions in various subjects: mathematics-physics and biology-chemistry classes, the linguistic classes, economics and psychology in certain groups.

Contact Info:

ul. Lubelska 68
Poland

21-100 Lubartów

Phone: (81) 854-37-16
Fax: (81) 855-20-86
E-mail: poczta@2lo.umlubartow.pl

Website: https://www.2lo.umlubartow.pl/

ePUAP: /qot058l9rr/SkrytkaESP
Address for e-Delivery: AE:PL-86768-28517-ARICB-20
SCHOOL NIP: 714-16-98-727 

Halil Kale Fen Lisesi (TURKIYE - Partner)

 

Halil Kale Fen Lisesi (HKFL) founded in 1996, is a prestigious science high school located in Turkey, offering education to 364 students aged 15-18. The school has 12 classrooms and a wide range of facilities, including physics, chemistry, biology, and computer laboratories, a library, conference hall, sports fields, and a dormitory. 164 students are being accommodated at the dormitory (56 female and 108 male). Other students come from their homes.

HKFL is a STEM-based school and all students are high-scored students in national exams. HKFL has a large campus that includes a cafeteria, basketball, and volleyball courts. HKFL offers a comprehensive and well-rounded educational environment.

As a STEM-oriented school, HKFL ensures that students excel in national and international science and technology competitions. The school also organizes science fairs, workshops, and innovation days, encouraging students to think creatively and develop problem-solving skills.

Contact Info:

Website: https://halilkalefenlisesi.meb.k12.tr/

Telephone: 0 236 312 63 60

Fax: 0 236 312 63 60

Address: Subaşı Neighborhood, Seyfi Demirsoy Street No. 45, Turgutlu / MANISA

Agrupamento de Escolas Henriques Nogueira (PORTUGAL - Partner)

 

The Grouping of Schools of Henriques Nogueira (AEHN) consists of 10 schools, including kindergartens, a school for the 1st cycle, a school for the 2nd and 3rd cycles, and a secondary school, which serves as the group’s headquarters. Located in Torres Vedras, 50 km north of Lisbon, the schools primarily serve students from rural areas. Since its establishment in the 1970s, the group's focus has been on technological and professional courses.

Today, the secondary school offers both general scientific and humanistic courses (744 students) and professional courses (352 students) in fields such as Commerce, Graphic Design, Computer Systems Management and Programming, Health Care, Multimedia, and Sport. To ensure comprehensive vocational training, the school collaborates with over 60 regional companies.

AEHN is recognized as a Reference School for Blind and Low Vision students, underlining its commitment to providing equitable and specialized education for all learners.

Contact Info:

E-mail: geral@aehn.net

Telephone: 261 330 310

Address: Rua Henriques Nogueira, 2560-341, Torres Vedras

Website: https://aehn.pt/