One of the issues, viewed from a different perspective, that I found challenging while participating in the 2nd Conference on Artificial Intelligence in Education organized by the Council of Europe, especially after the presentation by the senior advisor of the Norwegian Ministry of Education, concerns how a well-structured and organized approach in public administration can foster the advancement of formal education. Such an approach can drive the continuous evolution of methodologies and teaching content, which are often difficult to change due to the nature of educational systems, and act as a catalyst for improving education.
In the example of Norway, the education system is decentralized and operates on three levels: the level of educators, the local government level—which has a significant role in shaping the educational frameworks—and the higher government level, each with corresponding responsibilities.
It appears that in such a framework, smooth operation, implementation of educational frameworks, and the adoption of modern educational tools and programs are much easier. In contrast, in other European Union countries, such as Greece, where the educational structure is different—without intending to use harsh characterizations—even basic educational reforms or initiatives aimed at upgrading teaching methods and training educators face difficulties in implementation, let alone more complex changes in curricula and methodologies.
So, how could a European educational framework that, among other things, promotes equal opportunities in education and seeks to overcome geographic inequalities and socioeconomic differences, function in countries that struggle to support any positive change?
In formal education, how could the European level, beyond laying the foundation for improvements and providing tools, promote/support/propose the evaluation and set-up the systemic and organizational framework of education, especially concerning world-changing technologies like Artificial Intelligence? This would take into account the extremely high importance it has for the sustainability of the countries themselves and the people living there—especially the youth who grow up and live in these countries.
For those living in such countries, the reality is that efforts for change either face significant barriers or remain unimplemented, with negative consequences for citizens and their future. This inability, as mentioned, has a serious impact on the sustainability of an entire country, especially considering that education is the foundation for a sustainable future with prospects for something better.
In matters of education, I believe that non-formal education is also what can lead to necessary changes and serve as a guide toward a new educational model. This view is shared by innovation and development stakeholders in education from other European countries.
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