AI Literacy Course for Teachers

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

The Erasmus+ Programme Guide opens its digital transformation priority with the sentence “To support the successful digital transformation and address societal challenges such as AI or disinformation more effectively Europe needs education, training and youth systems that are fit for the digital age”, and goes on to describe the programme as playing “a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content” (Erasmus+ Programme Guide 2026, Part A - Priorities of the Erasmus+ Programme, p. 8). This course works through the AI literacy framework for primary and secondary education published jointly by the European Commission and the OECD in 2026, and returns a unit of lessons that teaches students to understand, question and use AI, which a school can put into its own digital education plan.

Overview

Students use AI every day — in apps, search, games and homework tools. Most of them have never been taught what it is. This week you learn to teach it, using the AI literacy framework the European Commission and the OECD published in 2026. The framework has four parts, and the week follows them in order.

Monday — what AI is, and what it is not: lessons that clear up the most common mistakes students make about AI.
Tuesday — judging AI: when an answer is wrong, when it is unfair, and what it costs.
Wednesday — creating with AI, while the ideas stay the students’ own.
Thursday — deciding when to use AI, and when not to.
Friday — how people build and improve AI: students train a simple model, test it and fix it. Then you finish your own unit.

You go home with a short unit of lessons for your own class and age group, each lesson linked to the framework, each with a version that works without devices.

Description

Many students think an AI chatbot “knows” things, or “looks things up”, or has opinions. Many teachers are not sure how to explain what it really does — and so the topic gets one worried assembly about cheating, and nothing else.

In 2026 the European Commission and the OECD published a framework for exactly this gap: Empowering Learners for the Age of AI, an AI literacy framework for primary and secondary education. It sets out 19 competences in four domains — Engage with AI, Create with AI, Manage AI and Shape AI — and presents them in order, as a possible path for learning. The first domain is the foundation. Creating and managing come next and run side by side. Shaping comes last: students look inside AI systems and improve them. As one of the experts quoted in the framework puts it: “Students do not need to be AI engineers to build with AI.”

This week follows that path, one domain at a time, and uses all 19 competences. For each one the framework also describes three levels — Basic, Intermediate and Advanced — which it deliberately does not tie to age, so you place your own students where they actually are.

Two practical facts shape every lesson. First, many generative AI services set a minimum age and ask for a parent’s permission for younger users — so with younger students, the teacher uses the tool on the class screen and the students do the thinking. Second, not every student has a device. So every lesson you design this week has a version that works on paper.

Some neighbouring topics have their own courses with us: how social media feeds are built is covered in Digital Literacy: Teaching Students How Platforms Are Designed, and checking whether an image or video is real is covered in Media Literacy: Teaching Students to Verify What They See. This week is about AI itself.

Methodology

One framework, in its own order

the four domains of the EC–OECD AI literacy framework, one or two days each, in the sequence the framework itself suggests. Every session names the competence it teaches.

You try it as a student first

each activity is done by the group as students before it is discussed as teachers — then adapted to your own students' age and level.

Every lesson works without devices

each lesson has a paper version, so it works in a classroom with one screen, with no screen, or with students too young to hold an account.

One unit, built across the week

each day adds one lesson to your own unit; on Friday you put it in order and choose the one you will teach first.

What you'll take home

Explain to students what AI does and does not do, in words that clear up common misconceptions — such as the idea that it “knows” or “thinks”.

Teach students to decide whether an AI answer should be accepted, revised or rejected, and to spot when AI could be unfair to some people.

Run a lesson where students create with AI and the ideas remain their own, including how to say which part AI did.

Teach students to decide when AI is useful for a task and when it is not, and to break a task into parts for people and for AI.

Run a lesson where students train, test and improve a simple AI model, and explain why its data changes what it does.

A short unit of AI literacy lessons for your own class, each linked to a named competence of the framework, each with a paper version.

Daily programme

Icebreaker: “Where did AI touch my morning?” — in pairs, participants list everything they used before breakfast and guess which ones had AI inside; the lists are compared, not scored
The framework: who wrote it, what it is for, and its four domains in the order it suggests — Engage, Create, Manage, Shape — with the 19 competences mapped onto the five days of this week
Engage with AI 1 — recognising AI's role in different places: a lesson built on the morning lists, with a twist — things that only look like AI (a kitchen timer, a vending machine) and things that hide it (a spam filter, a photo app)
Engage with AI 2 — describing how AI performs tasks in words that clear up misconceptions: the “human classifier” game, played on paper — one group sorts picture cards by rules it is given, another group learns the rules only from examples, and the class sees why the second group makes mistakes a machine would make too
Adapting it: the framework's three levels for these two competences — Basic, Intermediate and Advanced — and how the same lesson looks at Basic and at Advanced level, with a class of eight-year-olds and one of fifteen-year-olds as examples
Output: lesson 1 of your unit — with a device version and a paper version

Warm-up: “Would you hand it in?” — in pairs, participants read three short AI answers to a homework question and decide, for each, whether a student could hand it in as it is; the pairs compare their reasons
Engage with AI 3 — deciding whether an AI output should be accepted, revised or rejected: a set of sample answers, some correct, some partly wrong, some confidently wrong, and a routine students can use with any tool
Engage with AI 6 and 7 — how AI can repeat and amplify unfairness, and whether a use of AI fits ethical principles: examples from school life (a translation, an image generator's idea of “a scientist”, an automatic mark)
Engage with AI 4 and 5 — how recommendations can widen or narrow what we see, and the energy and resources AI uses: one short activity each, so students know the questions exist (how feeds are built belongs to our Digital Literacy course)
Building your lesson: choose the competences your students need most and turn today's activities into one lesson for your class
Output: lesson 2 of your unit — a judging routine your students can use with any AI answer, with a paper version using printed answers

Create with AI 1 and 2 — using AI to explore new perspectives and to try out ideas: students bring their own idea first, then use AI to see it from other sides; the teacher drives the tool on the class screen where students are too young for their own account
Create with AI 3 — asking AI for feedback and using it to reflect, not to replace the work: the difference between “write it for me” and “what is weak in my draft?”
Create with AI 4 — whose work is it? Authorship, originality and other people's content — and a simple way for students to say which part AI did
Designing the lesson: a creative task from your own subject, with a clear line between the students' part and the AI's part
Output: lesson 3 of your unit — a creative task with an AI step and a paper alternative for the same step

Manage AI 1 — deciding whether to use AI at all, based on the task: students sort school tasks into “AI helps”, “AI gets in the way”, “AI is not allowed”, and explain why
Manage AI 2 — choosing the right kind of AI system for a task: a chatbot, a translator, an image tool and a search engine are not the same, and students learn what each is good at
Manage AI 3 and 4 — breaking a project into parts, deciding which parts people do and which parts AI may help with, and checking along the way whether it is working
A student's AI-use note: a short, honest note students add to their work — what they used, for what, and what they changed
Building your lesson: turn today's sorting and planning activities into one lesson for your class
Output: lesson 4 of your unit — a project plan students split between people and AI, and the AI-use note template

Opening session — Shape AI 1 and 2: students investigate what a system is for, who it is for and where it fails, then test it with their own test cases
Shape AI 3 and 4, hands-on: in small groups, participants train a simple image or sound model in the browser with a free tool such as Teachable Machine, which needs no account; then they change the training examples and watch the model change — and discuss how to make it fairer or more useful. The paper version: the Monday classifier game, played again with a deliberately unbalanced set of cards
Output: lesson 5 of your unit — a lesson where students train and test a model, with the card game as its paper version
Your unit: the four lessons from Monday to Thursday and today's lesson put in order, each linked to its competences, each with its paper version; placed at your students' level with the framework's learner expectations
Your first lesson: choose the one lesson you will teach first when you are back, and plan the first ten minutes in detail
Selected work in plenary: two or three participants who want to present their unit do so, by choice
Course evaluation and feedback
Certificate ceremony

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

The AI literacy framework itself — free to download from the OECD and the European Commission — with a one-page map of the 19 competences and the day each one is taught

Picture cards for the “human classifier” game on Monday and Friday

A set of sample AI answers for judging on Tuesday — invented for teaching and marked as such

A lesson plan template: competence, age group, device version, paper version

A student's AI-use note template

Your unit of five lessons — built by you during the week

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

AI Literacy Course for Teachers: Teaching Students How AI Works · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

There is nothing to study before the course, and you do not need any technical background. It may help to think of one class you teach and roughly how old the students are — every lesson this week is adapted to them.

A laptop is useful on Friday, when you train a simple model in the browser; if you do not have one, you work in a group with someone who does. On other days a phone is enough, and every activity has a paper version.

No account needs to be created for any activity in the course.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's Erasmus+ objectives. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their Certificate of Attendance and the co-signed Europass Mobility document.

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: an email group is created for idea exchange, self-evaluation materials are provided, and participants receive a follow-up check-in after 3 months — a chance to share how the first lesson went with your students and what you changed for the next one.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school or organisation receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, and the co-signed Europass Mobility document. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

The Erasmus+ Programme Guide opens its digital transformation priority with the sentence “To support the successful digital transformation and address societal challenges such as AI or disinformation more effectively Europe needs education, training and youth systems that are fit for the digital age”, and goes on to describe the programme as playing “a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content” (Erasmus+ Programme Guide 2026, Part A - Priorities of the Erasmus+ Programme, p. 8). This course works through the AI literacy framework for primary and secondary education published jointly by the European Commission and the OECD in 2026, and returns a unit of lessons that teaches students to understand, question and use AI, which a school can put into its own digital education plan. Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

Yes. Many generative AI services set a minimum age, so with younger students the teacher uses the tool on the class screen and the students do the thinking — and every lesson in the week also has a version that needs no device at all. The framework is written for both primary and secondary education.

Yes. The framework is written for teachers of any subject, and no coding is involved. On Friday you train a simple model in a browser tool that needs no programming.

Our other AI courses are about how you, the teacher, use AI in your own work. This course is about what you teach your students about AI. Both use the same accept–revise–reject test from this framework: there you apply it to tools in your own work, here you teach it to your students.

AI Literacy Course for Teachers: Teaching Students How AI Works