Abstract:

Artificial Intelligence (AI) has developed rapidly in recent years, leaving many educators struggling to build sufficient competence and keep up with ongoing changes. Educators working with students older than 13 years, who legally have access to generative AI (GenAI), often face additional concerns, as AI tools are increasingly becoming part of both students’ and educators’ everyday school life. Access to AI tools and training varies considerably between schools and municipalities, and opportunities for formal competence development have so far remained fragmented, particularly in rural areas.

This study examines the design and implementation of a collaborative AI training initiative developed in a university with five municipalities in rural areas. Lower secondary school educators in five municipalities participated in a digital training programme tailored to their self-reported needs while also addressing broader aspects of AI competence relevant for safe and sustainable use in education. Theoretically, the study builds on collaborative and experiential learning, as well as well-known AI competence frameworks.

Data were collected through anonymous surveys administered before, during and after the initiative. This paper analyses responses from 42 educators gathered after two online workshops (á 3 and 6 hours). The workshops were conducted via Teams and combined presentations (for example on legislation, ethics and practical considerations) with hands-on activities such as experimentation, reflection and collaborative discussion. Participants were encouraged to attend the workshops together with colleagues in order to facilitate dialogue and shared reflection.

After two workshops, the vast majority of participants reported strong motivation to learn more about AI and predicted that they would use AI in their professional practice during the school year. This is notable given that the initiative originated from municipality administration rather than the educators themselves. Participants particularly valued concrete examples of classroom use, including step-by-step demonstrations and ready-to-use teaching activities.

At the same time, the open responses suggest that participants often focused primarily on the visible classroom activities rather than on the broader opportunities and potential challenges of AI integration. For example, when classroom videos on AI use in a pioneer school in a different municipality were presented, several teachers reported that the main idea of the activity became clear quickly, even though the full recordings illustrated variations in student interaction and different instructional choices. This suggests that deeper pedagogical and technological reflection may require additional guidance.

The findings indicate that while digital workshops can effectively introduce AI and motivate educators to explore its use, it remains challenging to support deeper understanding when reflection takes place primarily in peer groups without the facilitator present. Limited workshop time further reinforces participants’ preference for practical examples, even though broader competence development may require more sustained and guided learning processes.

Keywords:

Artificial intelligence, AI, technology, professional development, middle school, lower secondary school.