Strategy

The national strategy outlines how Artificial Intelligence (AI) can be used in schools and classrooms in a responsible, transparent and pedagogically meaningful way. It establishes a shared framework of orientation and defines key pedagogical, ethical and legal principles that provide teachers, school leaders and other education stakeholders with guidance and security in their day-to-day practice.

At its core lies the concept of “augmented intelligence”: AI is not understood as a replacement for human abilities, but as a co-agent that can support learning, foster creativity and meaningfully enhance educational processes. This approach is guided by a dual principle: learning to think with AI, while preserving the ability to think without AI. The preservation of human judgement, critical thinking and personal responsibility is and remains central.

The strategy follows a progressive and age-appropriate approach that connects learning without AI, learning about AI and learning with AI. It takes into account pupils’ digital maturity as well as diverse pedagogical contexts, and creates space for experimentation, reflection and continuous development.

The first draft of the strategy, published in October 2025, was discussed as part of a broad consultation process involving more than 180 stakeholders from Luxembourg’s education landscape. The feedback and insights gained through this process have been systematically incorporated into the present version.

At the same time, the national strategy is and remains part of an ongoing dialogue with the education community. It is further operationalised through accompanying instruments – most notably the KI Kompass platform – and will be progressively complemented by practice-oriented implementation measures and binding regulations.

In the summer of 2025, SCRIPT conducted a large-scale survey on Artificial Intelligence (AI) in the school context. Over 4,000 pupils and 200 teachers participated and shared their points of view. The results were clear: AI has made its way to schools.

The responses show that teachers and pupils alike view AI as an opportunity – for example, in the case of research, translation, synthesising and stimulating creativity – as well as a risk in the case of deceptions, false information and the decline in personal effort. While teachers expressed having mixed feelings regarding AI, pupils are overall more optimistic about this technology.

One thing is clear, both teachers and pupils wish for clear rules, practical examples, class support and training to be able to use AI in a safe and reflective manner. Furthermore, a lot of them identified a clear need to integrate AI competencies even further into the education system in the future.

Since 2020, SCRIPT has been involved in numerous projects in relation to Artificial Intelligence (AI) in education, both in the context of European cooperation and national pilot projects. The aim of this engagement is to gain and share experiences, develop good practices and provide educational institutions with concrete tools and resources.

A key component for these projects has been to collaborate with ministries, research institutions, and organisations such as UNESCO and the OCDE, in order to integrate international experiences into the Luxembourgish context.

These projects cover different areas, from teacher training to the development of didactic materials and practical guides, to political recommendations and innovative testing environments for the use of AI in education.

As per the Minister’s request and taking into consideration the recommendation to develop a national strategy for the use of Artificial Intelligence (AI) in education outlined in the report on preparing children and young people for the challenges of the 21^st century by the National Observatory for Children, Youth and School Quality (Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire, OEJQS), the latter ensures the scientific support of the project KI Kompass.

In line with its mission of analysing the situation of children and young people and the quality in schools, and in light of the challenges associated with the rapid emergence of AI technologies in the field of learning, teaching and assessment, the OEJQS conducts a study on the conception and implementation of a national strategy and the integration of AI in education.

On the one hand, the study encompasses an international analysis consecrated to the components and objectives of such strategy, to the opportunities and risks to take into consideration, as well as the factors that influence their implementation. On the other hand, it integrates a national perspective that reflect the local actors in the field, decision makers, professionals and experts on the subject. Finally a comparison between the established conclusions from the study and the realisation of the KI Kompass will be made.

The study by the OEJQS methodically relies on literature research, the evaluation of results from existing surveys in Luxembourg and neighbouring countries (quantitative findings) and exploratory interviews (qualitative findings).