# data[].attributes.headline
Wrapping Up: AI Tools for Content Creation, Ethics, and a Leadership Framework for Schools

# data[].attributes.subject
Wrapping Up: AI Tools for Content Creation, Ethics, and a Leadership Framework for Schools

# data[].attributes.custom_properties.5pUrn6E0
Day 5 brought the course to a close with a rich mix of new tools, ethical reflection, and a final framework to guide AI implementation back at school.

The session opened with a fun icebreaking quiz about customs and gastronomy from each participant's country. For Belgium, we learned about stoofvlees (a typical beef stew), the many vegetarian options in local cuisine, and got a recommendation for Café den Trollekelder.

The morning then moved into AI tools for content creation. For video, we explored Lumen5 (which generates short videos of under 1.5 minutes from text or documents) and Animoto (an AI-powered video generator). We put Lumen5 into practice by creating a short summary video of the course itself. For audio and music, Suno was introduced — a tool that generates any song you can imagine from a prompt, with clear potential for motivating students, especially in high-complexity schools, by turning curriculum content into music. For written and visual content, Book Creator was presented as a tool for creating and sharing digital books — ideal for creative writing projects or documenting student work — and Trello was highlighted as a task management tool integrated with Canva for visual content.

The session also covered productivity and management tools: Reclaim AI for managing all emails in one place (worth exploring for school leadership, pending compatibility with institutional @xtec.cat accounts); Magic School, a platform that integrates all AI work for teachers into a single tool — essentially a one-stop shop for everything covered in the course, and a strong candidate to introduce to the whole staff to avoid tool overload; Raina, an AI chatbot for education; and Pi (hey.pi.ai), a personal AI chatbot with a more conversational and empathetic approach.
A key section of the day addressed the ethical risks of AI in the classroom: AI can generate inappropriate or incorrect content; automated systems can amplify unwanted biases; teachable moments may go unnoticed by AI but not by a human educator; and students have new ways to plagiarise or present AI-generated work as their own. These risks were balanced by a clear message about the benefits of AI in education — differentiated materials instantly and at no cost, support for students with disabilities, and enriched learning experiences. The key reminder: benefits must be the only reason to use AI in the classroom, not the novelty of the technology.
Ateeqa closed the course with a five-block AI Leadership Framework: AI leadership enables ethical and effective technology integration → it keeps schools future-ready → AI should augment, not replace, educators → it empowers both learners and teachers → "The future of education depends not on AI alone, but on the leadership guiding its use."

The final activity was the NOW/WOW/HOW/CIAO Matrix — a prioritisation tool to decide which AI tools to implement at school first. Ideas are plotted on two axes: ease of implementation (Y) and originality of the idea (X). Easy and common ideas go in the NOW quadrant (implement immediately); easy but original ideas go in WOW (maximum priority, high impact); difficult but original ideas go in HOW (explore how to make them possible); and difficult and common ideas go in CIAO (discard or postpone). A practical tool to bring to a staff meeting and prioritise together.

# data[].attributes.custom_properties.bRcZxGK0
1. Discover new AI tools for content creation: video (Lumen5, Animoto), music (Suno), and digital books (Book Creator).
2. Explore productivity and management tools for school leaders and teachers: Reclaim AI, Magic School, Raina, and Pi.
3. Reflect on the ethical risks and benefits of AI in the classroom, and understand that benefits must be the driving reason for its use.
4. Internalise the five-block AI Leadership Framework as a guiding philosophy for AI implementation in school.
5. Apply the NOW/WOW/HOW/CIAO prioritisation matrix to plan which AI tools to introduce at school first.

# data[].attributes.body
ERASMUS+ PROJECT NUMBER:  2025-1-ES01-KA121-SCH-000317715

MOBILITY ID: 17715-MOB-0005

PARTICIPANTS: Mireia Dosil Bonmatí

SENDING ORGANIZATION: IE GREDA

RECIEVING ORGANIZATION: EUROPASS TEACHER ACADEMY

LOCATION: GHENT

DATES: 1-6 OF JUNE 2026

NAME OF THE COURSE: AI for School Leadership: Transformative Strategies for a Digital Age

# data[].attributes.body
The objectives of these mobility are:

Gain a deep understanding of AI technologies relevant to educational leadership;

Learn to use AI tools for enhancing decision-making processes and operational efficiency;

Design and implement AI-based strategies that promote inclusive and sustainable educational practices;

Develop skills to lead digital transformation initiatives within educational institutions;

Address ethical challenges related to AI and ensure technology is used responsibly and equitably.

# data[].attributes.body
Ghent és la tercera ciutat més gran de Bèlgica, amb uns 265.000 habitants, situada a la confluència dels rius Escalda i Lys i fundada al voltant del 600 dC. El seu centre històric medieval de 10 km², amb canals, el Castell dels Comtes i la Catedral de Sant Bavó, és un dels més ben conservats d'Europa. La presència d'una universitat amb 45.000 estudiants li dona un ambient jove i dinàmic.

# data[].attributes.headline
Getting to Know Each Other and Exploring What AI Leadership Means

# data[].attributes.subject
Getting to Know Each Other and Exploring What AI Leadership Means

# data[].attributes.body
AI for School Leadership

# data[].attributes.custom_properties.5pUrn6E0
The course, AI for School Leadership, brought together 12 educators from across Europe and beyond: five colleagues from Portugal, three from Germany, one from Serbia, one from Budapest, one from Spain (myself), and our facilitator, Atika, who joins us all the way from Pakistan, where she is currently completing her PhD in Veterinary Science — driven by a deep passion for Artificial Intelligence and its potential in education. 

We kicked off the morning with introductions, each of us sharing our school context and role. The group is a rich mix of principals, heads of studies, and teachers, coming from very different school realities: vocational schools for students aged 16 to 20, language academies, Europass teacher training centres, high-complexity public schools, and more.

Atika then set the tone for the course by dropping some powerful opening questions: 
-What is AI leadership to you? 
-Who is an AI leader? 
-What are the responsibilities of an AI leader? 

These questions sparked a lively first reflection before she guided us through a recap of the origins of Artificial Intelligence and a general overview of how AI works today.

We then shared our own course questions and expectations. Several key themes emerged across the group:

-Should schools pay for AI licences, and how do we justify that cost?
-What are the ethical boundaries of AI use in a school setting?
-How should schools handle data protection, image rights, and confidentiality when using AI tools?
-How do we build a school framework or guide for responsible AI use?
-How can we redesign assignments so that students genuinely learn with AI, rather than around it?
-How do we design and assess good prompts?

One of the most engaging activities of the morning was "What's on your plate?", where we each shared the AI tools and practices we are already using in our daily professional lives. 

In the afternoon, we enjoyed a sightseeing tour of Ghent guided by the knowledgeable Virda. Among the highlights was a visit to a public library designed by RCR Arquitectes, the award-winning studio from Olot, Catalonia. A nice surprise to find their work here in the heart of Belgium.

# data[].attributes.custom_properties.bRcZxGK0
1. Get to know the participants and understand the diversity of school contexts represented in the group.
2. Reflect on what AI leadership means and what responsibilities it entails for school leaders.
3. Build a shared understanding of the origins and basic workings of Artificial Intelligence.
4. Identify key questions and expectations that each participant brings to the course.
5. Map current AI practices among participants through the "What's on your plate?" activity.
6. Begin building a collaborative and open learning community among the group.

# data[].attributes.headline
From Prompts to Policies: Learning how to craft effective AI prompts, and how schools should approach AI use responsibly.

# data[].attributes.subject
From Prompts to Policies: Learning how to craft effective AI prompts, and how schools should approach AI use responsibly.

# data[].attributes.custom_properties.5pUrn6E0
Day 2 focused on two main themes: how to craft effective AI prompts, and how schools should approach AI use responsibly.

We started with a warm-up activity — a back-to-back drawing exercise where one person described an image and the other drew it without seeing the original. It was a good reminder that the quality of an explanation matters, and that a good communicator makes a good prompter.

Atika then introduced prompt engineering, with a clear message: a bad prompt leads to a bad answer. We explored different types of prompting — open-ended, comparative, constructive critic, and role-goal-context prompting — and discussed the value of letting AI ask clarifying questions before tackling a task. 

Two frameworks were presented: the CREATE Framework (Character, Request, Elements, Audience, Terminology, Execution) and the Five S Framework (Set the scene, be Specific, Simplify your language, Structure the output, Share feedback). We practised both with real examples.

Then we addressed a key question: which school tasks are vulnerable to AI misuse? Tasks that simply ask students to summarise or list facts are easily outsourced to AI, bypassing the learning process. 
The answer is not to ban AI, but to redesign tasks — shifting from measuring output to measuring the thinking process, from AI replacing effort to AI supporting learning.

This led to a group discussion on visible vs. hidden AI use. At school, AI use tends to be visible and approved. At home, there is often no policy, making use invisible. The group agreed on a minimum set of rules: 
-no personal data shared with AI tools
-copyright respected
-AI-generated content labelled with a disclaimer
-AI used for pedagogical purposes only.

Several tools were shared: ChatGPT, Gemini, Copilot, Perplexity (strong for academic research), DeepSeek, Consensus, Manus, Otter.ai, Examino.ai, and Magic School. Outside the course sessions, a German colleague — head of studies — told me about Fobizz, an AI platform designed for school use that protects student anonymity and image rights. His school pays around 4,000 €/year for 100 teachers.

We closed with the Eisenhower Matrix as a prioritisation tool, a useful reminder that what is truly important for our growth as educators often gets pushed aside by what feels urgent.

In the afernoon I took a train to Brugge, a nice Flemish town.

# data[].attributes.custom_properties.bRcZxGK0
1. Understand the principles of prompt engineering and practise writing effective prompts using the CREATE and Five S frameworks.
2. Identify which school tasks are vulnerable to AI misuse and learn how to redesign them to promote genuine learning.
3. Reflect on the difference between visible and hidden AI use in educational settings.
4. Define a basic set of rules for responsible AI use in school.
5. Discover a range of AI tools available for educators and consider their potential use in a school context.
6. Use the Eisenhower Matrix as a prioritisation tool for school leadership.

# data[].attributes.headline
Assessing with AI: Scales, Skills and Tools for the Modern Classroom

# data[].attributes.subject
Assessing with AI: Scales, Skills and Tools for the Modern Classroom

# data[].attributes.custom_properties.5pUrn6E0
Day 3 focused on AI assessment — both how schools should assess students when AI is present, and how AI tools can support the assessment process itself.

The session opened with a central question: to what extent should we use AI tools in our schools? Ateeqa introduced the AI Assessment Scale, a five-level framework ranging from No AI (level 1) to Full AI (level 5), with intermediate stages of AI Planning, AI Collaboration, and AI Exploration. Most schools today are still at levels 1 or 2, while the recommendation is that schools should aim to reach at least level 4 — AI + Human Evaluation — where AI generates content but humans refine and review it. The key message was clear: choose the right AI tool for each specific task. For example, Perplexity for academic references, other tools for drafting or editing documents.

From the teacher's perspective, AI in assessment can take several forms: automated scoring and feedback, test construction and administration, serving as a pedagogical assistant, and raising ethical considerations. Schools need to define their own position on each of these dimensions.

A practical activity followed in which we classified a set of skills — written on sticky notes — into three columns: human-based, mixed, and AI-based. The exercise highlighted that critical thinking remains human, while ethical judgement sits on the AI side of the spectrum. 

The main takeaway was that around 75% of tasks can be handled by AI, freeing up human time for what truly matters. The guiding principle: after using AI, always review and refine.

Ateeqa then presented a Student's Guide — a decision-making flowchart to help students understand when and how to use AI responsibly. Students should feel comfortable using AI to get started on an assignment, improve existing work, or explain an idea in a different way. However, using AI to fully complete an assignment or do their research for them is not acceptable. The guide also introduced key vocabulary: hallucination, bias, and how to cite AI tools properly. One important reflection: students are not using AI responsibly because school policies are not clear enough — it is the school's responsibility to explain them.
After the break, the session moved to AI tools for presentation and content creation. Ateeqa demonstrated Gamma, an AI-powered presentation tool that allows you to paste in text, select a template, and generate a full presentation automatically. We were encouraged to try it with real school content — resources and templates for 2026/27, student surveys, staff wellbeing surveys, or end-of-year events. Another tool presented was Curipod, which allows you to add timing to your presentation and is similar in concept to Magic School.

For assessment creation, Question Well was highlighted as a tool to generate different types of quizzes and questions, downloadable in any format and compatible with platforms like Socrative (which also features a Space Race activity mode). 

Immersive Reader (from Microsoft) was presented as a language assistant useful for pronunciation, reading aloud documents, and supporting students with reading difficulties. 

Finally, Gliglish was introduced as a language practice tool based on real-life scenarios, such as ordering in a restaurant.

A Portuguese colleague, Carla Vieira from Escola Secundária de Rio Tinto, shared her contact details as a potential Erasmus partner — a nice example of the connections being built throughout the course.

# data[].attributes.custom_properties.bRcZxGK0
1. Understand the AI Assessment Scale and identify where schools currently stand and where they should aim to be.

2. Explore how AI can support assessment from the teacher's perspective: automated feedback, test construction and administration, and ethical considerations.

3. Reflect on which skills should remain human-based, which can be AI-based, and which benefit from a mixed approach.

4. Introduce students to responsible AI use through clear guidelines, key vocabulary, and a practical decision-making flowchart.

5. Discover AI tools for presentation creation (Gamma, Curipod) and assessment design (Question Well, Socrative).

6. Explore AI tools that support language learning and accessibility (Immersive Reader, Gliglish).

# data[].attributes.headline
Building School AI Policy: From Ethical Frameworks to Creative Tools

# data[].attributes.subject
Building School AI Policy: From Ethical Frameworks to Creative Tools

# data[].attributes.custom_properties.5pUrn6E0
Day 4 focused on two interconnected themes: how to develop a school policy for the digitalisation and Day 4 focused on two interconnected themes: how to develop a school policy for the digitalisation and ethical use of AI, and how to use AI tools to communicate and visualise that work creatively.

The session opened with a structured framework for building a school AI policy, based on 10 steps and grounded in the 7 main pillars of AI use according to the European Union. Ateeqa walked us through the recommended structure of the policy document, which covers the following sections: Introduction (purpose of the policy and definition of key terms); Ethical Priorities (EU priorities, school priorities, and responsible AI use); Safety and Security (data privacy, AI system reliability, and cybersecurity measures — involving the IT department); Responsible Use (teacher, AI system, and student responsibilities); Transparency (explainable AI, reporting and monitoring); Data Handling (data storage and usage, informed consent, data retention and deletion); Bias (addressing algorithmic bias and mitigating biases); Curriculum and Teaching (integrating AI into the curriculum, teacher training and support, use in lesson plans); Students and Parents (informed consent for students, parental communication and consent, feedback formats); and Policy Review (handling ethical issues, keeping up with technological advances, and the policy revision process).

A key question raised during the session was what happens when parents do not allow AI use. The recommended approach is to address this in a meeting, explaining that AI use with students is very limited and that no personal data or images will be used. One important underlying message: students will need to learn how to use AI regardless — it is a necessary skill for their futures.

The session also highlighted an EU reference document that every school leader should know: Ethical Guidelines on the Use of Artificial Intelligence (AI) and Data in Teaching and Learning for Educators, available at the European Commission's education portal. This document defines 7 ethical pillars: Humanity, Transparency, Diversity and Fairness, Society and Wellbeing, Privacy, Technical Safety, and Accountability. A practical activity called "Become the EU Commission" asked participants to match questions to the correct ethical values — a useful exercise to internalise the framework.

The assignment for this session was to draft an AI Ethics Policy using a provided template, working on principles of fairness and equity, data privacy and security, and transparency and accountability — and then using AI to refine sections and align the policy with school values and needs.

After the break, the session moved to AI tools for visual communication. We were introduced to NotebookLM (Google), which allows you to work with documents and generate summaries, infographics, and other content formats from them. We used it to create infographics based on our own school's AI use documents. Gemini Canvas was also presented as a tool to transform ideas into apps, games, infographics, and web-embeddable content.
We then explored Napkin AI, a tool that generates visual graphics and infographics directly from text — particularly useful for communicating complex information clearly. Another tool demonstrated was Mylens.ai, which creates mind maps, pie charts, and other visual formats from tables and structured data. Finally, Idiogram.ai was introduced as a poster creation tool — used by the Europass Academy itself for its own posters — where prompting is especially important. Options include standard prompt mode, automode, and magic prompt. We practised by creating a poster about our own country, about Belgium, or about the Europass Academy. 

# data[].attributes.custom_properties.bRcZxGK0
1. Understand the 10-step framework for developing a school AI policy and its connection to the EU's 7 ethical pillars.
2. Explore the EU document Ethical Guidelines on the Use of AI and Data in Teaching and Learning for Educators and apply its values in a practical activity.
3. Reflect on how each school must adapt its AI policy to its own country, community, context, and student profile.
4. Begin drafting a school-specific AI Ethics Policy using a structured template.
5. Discover and practise AI tools for visual communication: NotebookLM, Gemini Canvas, Napkin AI, Mylem.ai, and Idiogram.ai.
6. Develop prompting skills for image and poster generation using Idiogram.ai.

# data[].attributes.attachment_link.readable_text
Today, artificial intelligence systems are part of our everyday lives. As they continue to evolve and data use proliferates, it is very important to develop a better understanding of their impact on the world around us, including on education and training.

The rapid increase in the use of AI requires that educators and students have a basic understanding of AI and data use to be able to engage positively, critically and ethically with this technology and to exploit its full potential.

The ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators are an action of the Digital Education Action Plan 2021-2027, which was adopted on 30 September 2020. To support the development of the guidelines, the Commission launched an expert group on AI and data in education and training. The Group performed its work between 8 July 2021 and 14 June 2022.

The guidelines are accompanied by an executive summary of a final report, which brings together the expert group's main findings and recommendations.

Discover the and infographic on the guidelines for educators on the use of AI and data in teaching and learning.

# data[].attributes.attachment_link.title
Ethical guidelines on the use of artificial intelligence and data in teaching and learning for educators

# data[].attributes.attachment_link.description
Today, the European Commission published a set of ethical guidelines for educators on the use of AI and data in education.

# data[].attributes.body
Mentre hem estat treballant en les polítiques europees, he estat creant la primera versió d'un document d'ús de la IA a l'IE Greda. Després he generat amb Notebook LM aquesta infografia.

# data[].attributes.body
El curs m'ha servit per començar a implementar una guia d'ús de la IA a l'IE Greda. Adjunto la primrea versió.

# data[].attributes.custom_properties.5pUrn6E0
Aquesta és la primera versió del document creat, tinguent en compte les directrius europees i les orientacions del Departament d'Educació.

# data[].attributes.headline
Talk about the different countries and new IA Tools

# data[].attributes.subject
Talk about the different countries and new IA Tools

# data[].attributes.body
Hem generat un vídeo amb Lumen 5 com a resum del curs 'AI for School leadership'.

# data[].attributes.body
Hem generat aquesta cançó amb Suno amb el resum del curs.