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The AI Act – How the New EU Law Will Transform Schools

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ByIuliia Gorshkova

The AI Act: How the New EU Law Will Transform Schools

Introduction

For educators, the integration of artificial intelligence (AI) into schools has long felt like a double-edged sword—offering remarkable tools to enhance learning while raising questions about fairness, privacy, and oversight. Enter the European Union’s Artificial Intelligence Act, a groundbreaking regulation that came into force on August 1, 2024, with most provisions applying from August 2, 2026 (EU AI Act). As teachers, we’re not just witnesses to this shift; we’re on the front lines of its impact. This article unpacks how the AI Act will reshape our schools, from the tools we use to the responsibilities we bear, in a way that’s both practical and reflective of our daily realities in the classroom.

A New Framework: Understanding the AI Act

The AI Act isn’t a distant policy document—it’s a blueprint for how AI will coexist with education. It sorts AI systems into risk categories: unacceptable, high-risk, and low or minimal risk. For schools, the focus lands squarely on “high-risk” systems—those that could significantly affect students’ lives. Think of AI tools deciding who gets into a program, grading final exams, or tracking behavior patterns. These aren’t hypothetical gadgets; they’re already creeping into our ecosystems, and the Act aims to ensure they’re safe, fair, and transparent.

What does “high-risk” mean in practice? The Act’s Annex III lists specific uses, like systems that determine access to education or evaluate qualifications (Annex III). If a school uses AI to sift through applications or assign students to remedial classes, that system must meet strict standards: robust data quality, clear documentation, human oversight, and protection against bias. For us as educators, this isn’t just compliance—it’s a safeguard for our students’ futures.

Classroom Implications: Tools Under Scrutiny

Picture a typical day: you’re using an AI platform to tailor math exercises for your students. It’s a time-saver, spotting who needs a challenge and who’s lagging. Under the AI Act, if this tool influences educational outcomes—like flagging students for extra support—it could be deemed high-risk. Providers will need to prove it’s been trained on diverse, accurate data and won’t unfairly penalize, say, students with dyslexia due to a narrow dataset. As teachers, we’ll need to ask: Does this tool understand my class? Can I trust its judgment?

Or consider automated grading, a boon for overworked staff. If it’s assessing high-stakes work—like a certificate exam—it falls under the Act’s purview. The system must be transparent about how it scores, and we must have the ability to override it if, for instance, it misreads a creative essay as off-topic. This shift empowers us to stay in control, ensuring technology supports rather than supplants our expertise.

Privacy and Trust: Protecting Our Students

We’ve all had moments where a student’s privacy feels sacred—those quiet conversations about struggles at home or learning challenges. The AI Act reinforces this instinct. High-risk systems must comply with the General Data Protection Regulation (GDPR), meaning student data can’t be fed into AI without consent and clear purpose (GDPR). Imagine an AI behavior monitor tracking attendance or engagement. If it’s trained on data collected without parental approval, it’s not just unethical—it’s illegal under EU law. For us, this means double-checking the tools we adopt and advocating for transparency from providers.

This protection extends to trust. If students suspect an AI is profiling them unfairly—say, labeling them as “disruptive” based on biased data—they’ll disengage. The Act’s emphasis on fairness and accountability ensures we can reassure them: this technology is here to help, not judge.

Opportunities and Responsibilities for Teachers

The AI Act isn’t just about restrictions—it’s an invitation to rethink how we use technology. Low-risk AI, like chatbots for homework help or language apps, faces lighter rules, encouraging innovation where it’s safe. We can experiment with these tools to spark creativity—think of a virtual tutor guiding students through a history project—without the heavy oversight of high-risk systems.

But with high-risk AI, our role grows. We’ll need to understand what makes a system compliant—does it explain its decisions? Can we challenge its outputs? The European Commission’s 2022 ethical guidelines for educators dovetail here, urging us to build AI literacy (Ethical guidelines). This isn’t about becoming tech experts; it’s about asking the right questions, much like we probe a student’s reasoning in class.

Challenges Ahead: Navigating the Transition

Change rarely comes smoothly. By August 2026, schools will need to audit their AI tools, a task that could strain budgets and time. Smaller institutions might struggle to replace non-compliant systems, leaving gaps in support. And what about teacher training? The Act assumes a baseline of understanding, but many of us haven’t been schooled in AI’s nuances. Without support—perhaps through the Digital Education Action Plan (Digital Education Action Plan)—we risk falling behind.

There’s also the gray area of enforcement. National authorities will oversee compliance, with fines up to €35 million for breaches (AI Act penalties). But will they interpret “high-risk” consistently? A grading tool might be routine in one country, critical in another. As educators, we’ll need to stay vigilant, ensuring our schools align with both the letter and spirit of the law.

A Future Shaped by Us

The AI Act doesn’t just regulate—it redefines our relationship with technology. It’s a chance to mold AI into a partner that reflects our values: equity, curiosity, and care. Imagine an AI that flags a struggling reader not with a cold statistic, but with suggestions we can tweak based on our knowledge of that child. Or a system that learns from our diverse classrooms, growing smarter and fairer over time.

This future hinges on us. We must push for tools that meet the Act’s standards, collaborate with administrators to prioritize ethical AI, and educate ourselves to lead this shift. The law sets the stage, but we—teachers—bring it to life, ensuring AI enhances, rather than dictates, the education we provide.

The EU AI Act is more than a legal milestone; it’s a call to action for schools. It promises safer, fairer technology while placing new demands on us to understand and oversee it. As educators, we’re used to adapting—whether to new curricula or student needs. Now, we’ll adapt to a world where AI is a classroom fixture, guided by a law that echoes our commitment to our students. By embracing this change, we can ensure technology serves our mission: to teach, to nurture, and to uplift every learner who walks through our doors.

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