The Role of Artificial Intelligence in Personalized Learning

Name: The Role of Artificial Intelligence in Personalized Learning
Price: 400 EUR

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 names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays 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).

Overview

A single class walks in at wildly different reading levels, different paces, different gaps in what they already know — and one teacher is supposed to reach all of them with one lesson plan. Differentiated instruction, adapting content, process and pace to the individual student, has been the answer teachers reach for since long before anyone said “AI in education.” It’s also exhausting to do by hand for every single lesson.

This week is built on those three things — content, process and pace — and on one idea: the teacher decides, the tool drafts. You take one lesson of your own and two learner profiles you invent from experience, and adapt the lesson for both with AI tools, checking each one against your lesson rather than a demo. Everything has a paper route if a tool is not available at your school. No AI experience is needed.

Monday — you decide which parts of your teaching a tool may draft and which stay with you, and design a base lesson with two learner profiles.
Tuesday — you adapt the reading material for both profiles and check what the AI got wrong.
Wednesday — you adapt the activity, so both profiles are working, not just one.
Thursday — you use class results to decide who needs what next, draft feedback, and decide what pupil information never goes into a tool.
Friday — you compare your base lesson with your adapted version, finish your kit, and plan what you try first back at school.

By Friday you have a differentiated lesson kit for your own subject — a text at two levels, an activity, feedback comments, and a one-minute check you run on anything an AI tool gives you — and a small plan for using it with your own class.

Description

Differentiation means adapting three things: the content students meet, the process by which they work with it, and the pace at which they move. The week gives each axis a day. On Tuesday you work on content: the same reading text written for two levels. On Wednesday you work on process: the same activity designed so that two kinds of learner have a real task each. On Thursday you work on pace and feedback: using a set of results to decide who needs what next, and drafting comments that help.

AI tools can draft each of these quickly, and that is where the risk starts, because a fast draft can be wrong, at the wrong level, or unfair to some pupils. So the week teaches a check that you run every time: is it accurate, is it at the right level, is it fair, did you make it yours, and did any pupil information go into the tool. You practise it on real outputs, and you keep a note of what the tool got wrong, which is often the most useful part.

The tools are named as working examples, not as a fixed toolkit. Most offer a free plan or trial for teachers, though providers change these terms often, so check the current plan when you sign up. Khanmigo’s teacher tools are free only in some countries, and its student side is a paid service with age and billing conditions, so it is treated as optional and it is never assumed that pupils will use it. Every task has a paper or no-tool route, so the week works whatever your school already has or allows.

AI is used here to prepare and adapt material and to draft feedback. It is not used to grade pupils or make decisions about them. The rules on AI that assesses pupils, and the question of whether a step should be automated at all, are covered in our course AI-Assisted Learning for the 21st Century Classroom; this course starts where you have decided a tool can help with preparation.

Everything is done at a scale a teacher can manage: one lesson, two profiles, a kit you can reuse. Learner profiles are invented from your experience and results tables are synthetic, so no real pupil name or work is needed in the room. Some of it you can do alone; where your school or ministry has rules, the week shows how to find them out.

Methodology

One Lesson, Three Axes

Participants adapt one lesson of their own for two learner profiles, one axis a day — content, process, and pace and feedback.

Brief Theory, Hands-On AI Practice

Theoretical input is capped at around an hour a day, with the rest spent experimenting with AI tools and checking what they produce.

Check Everything, Share Nothing Personal

Every AI output goes through a one-minute check, and no real pupil names, work or data are used in the room.

What you'll take home

Explain differentiation across content, process and pace, and decide which parts an AI tool may draft and which stay with the teacher.

Adapt one lesson for two learner profiles: a reading text at two levels, an activity, and feedback comments.

Check AI-generated material for accuracy, level and fairness before it reaches pupils.

Decide what pupil information never goes into an AI tool, and relate it to your school’s own rules.

Compare your base lesson with your adapted version using the planner and the one-minute check, and plan what you will try first at school.

Daily programme

Icebreaker: each participant introduces themselves and names one task in their teaching week they would hand to a machine tomorrow, and one they never would — the two lists set the boundary the rest of the week works inside
Introduction to AI in education and its role in digital transformation: what these tools do well, what they get wrong
Differentiation across content, process and pace: your base lesson and two invented learner profiles
Drafting your lesson plan with a tool such as MagicSchool AI, and reading the draft critically

Warm-up in new pairs: describe a student your current planning does not reach, without naming them — pairs merge into fours and look for what the cases have in common, which is where personalisation has to start
Adapting a reading text for two levels with a tool such as Diffit, or the free plan of a tool you already use
Checking the results: the one-minute check for accuracy, level and fairness, and a note of what the tool got wrong
Comparing adapted versions in fours

Opening round: the point in a lesson where you lose the room — each participant names theirs, and the group sorts them into problems a tool could help with and problems it could not
Designing an interactive activity with a tool such as Curipod, or on paper
Adapting it so that both profiles have a real task, not just a different worksheet
Trying a part of your activity on a partner and adjusting it

Reading a small set of synthetic class results to decide who needs more practice, who moves on, and who needs something different
Drafting feedback comments with a tool, and rewriting one in your own words; where AI tutoring tools such as Khanmigo are available in your country, what they offer, what they cost, and who they are for
What never goes into an AI tool: pupil names, identifiable work, anything your school forbids, and how to find out your school's and ministry's current rules
Getting the right version to the right pupil: for example in Google Classroom, or a shared folder

Comparing your Monday base lesson with your adapted version, using the planner and the one-minute check, in small groups
Finishing your differentiation kit: text at two levels, activity, feedback comments, and your one-minute check
Back at school: which adapted version you try first with your own class, with which tool or on paper, and what you will look for in the one-minute check
Reflection and self-assessment
Course evaluation
Certification 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

Worked on during the week: a one-page differentiation planner, a one-minute AI-output check, and a small synthetic set of class results, together with the kit that participants produce during the course. Tools such as MagicSchool AI, Curipod and Diffit, and Khanmigo where available in your country — or paper versions of each task.

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

The Role of Artificial Intelligence in Personalized Learning · 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

It helps to have an account for one or two of the tools before the first session. Tools such as MagicSchool AI, Curipod and Diffit offer a free tier or trial for teachers, and if you have none, we set one up together on Day 1. A laptop or tablet is enough; every task also has a paper route.

It helps to know roughly what your ministry and your school currently allow staff to use with pupil work. If you are not sure, that is fine: Day 4 covers how to find out, and nobody is expected to arrive with all the answers.

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: self-evaluation materials are provided. Depending on the group, an email group may be set up so that participants can keep exchanging ideas.

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 names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays 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). Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

No. Every task is point-and-click or on paper, and no coding or prior AI experience is assumed. You work on one lesson from your own subject, planned in the room on Day 1, and draw on your experience of the pupils you teach; everything else is worked out during the week.