AI integration in Austrian and German schools boosts competence and multilingual learning

A master's thesis from Austria examined the impact of a classroom-based artificial‑intelligence (AI) intervention on secondary‑school students. Before the program, pupils were familiar with everyday AI tools but displayed limited technical knowledge and mixed confidence. After the targeted AI lessons, self‑assessed AI knowledge rose markedly, attitudes became more positive, and willingness to use AI in school increased, while students also voiced greater awareness of potential risks such as over‑reliance and misinformation.

In Germany, the MULTIK project’s Qualitätszirkel Mehrsprachigkeit brings together educators from five federal states to explore how AI can support teaching in linguistically and culturally diverse classrooms. The initiative promotes equitable education, encourages the acceptance of multilingualism, and provides a platform for sharing best practices on AI‑enhanced instruction.

Both efforts illustrate a growing focus on structured, reflective AI use in European schools, showing measurable gains in competence and a more nuanced understanding of AI’s role in education.