EdReNe 2025 Strategic Seminar

The Educational Repositories Network (EdReNe) 22nd Strategic Seminar 2025 was held in Ljubljana, Slovenia, on May 15-16, 2025. The event brought together key stakeholders in education and technology for a focused two-day event on artificial intelligence in education.   The objective of EdReNe annual meetings is to nurture forums for the exchange of expertise and best practices in managing educational content repositories at the K-12 level in Europe. 

Organised by the Slovenian Ministry of Education, in collaboration with European Schoolnet, and attended by 23 representatives of Ministries of Education and other educational institutions from Austria, Belgium, England, Greece, Ireland, Italy, Malta, Norway and Slovenia, EdReNe Strategic Seminar offered the participants an opportunity to follow-up the discussions initiated last year about AI Projects and New Initiatives Concerning AI-Generated Educational Content. 

1. Opening Session: Slovenian Digital Education Strategy 

The seminar opened with a presentation by Petra Bevek from the Slovenian Ministry of Education, who introduced the newly published Slovenian Digital Education Action Plan, structured around six strategic pillars to support digital education nationwide. The plan aligns closely with the EU Digital Education Action Plan and provides a firm foundation for digital education. The various initiatives and numerous projects put in action so far aim to support teachers in their daily practice and enable integration of advanced digital technologies and digital literacy into education to enhance teaching and learning in 140+ Slovenian schools. Infrastructure support is provided by ARNES, the national education network, while a new platform for teachers is in development to strengthen digital pedagogy and awareness around internet use.  

2. Workshop: What is Digital Educational Content (DEC)? 

The seminar continued with a workshop session exploring the meaning and implications of Digital Education Contents (DEC). The workshop, which was facilitated by Michael Hallissy, from H2 Learning and member of the EC Working Group on Digital Education: Learning, Teaching and Assessment, and consultant of EC for DEC framework for teachers - engaged EdReNe participants in a rich discussion on the evolving concept of Digital Educational Content (DEC).  

Building on past initiatives and current EU efforts, the session emphasized that DEC is not just about digital tools, but about meaningful, human-centered learning experiences. Participants explored how DEC supports both the selection and creation of content by teachers, enhances learning through multimedia, and adapts to various educational contexts. Key characteristics of DEC were discussed, including its modularity, interactivity, accessibility, and offline usability. 

The session also addressed challenges such as digital literacy, policy gaps, copyright concerns, and the need for alignment with pedagogical practices. A strong focus was placed on empowering teachers as content creators, highlighting the importance of professional development and practical guidance. 

Finally, the workshop introduced the EU’s ongoing work on a DEC framework, which will include teacher-informed guidelines and evaluation tools. Contributions from networks like EdReNe will play a vital role in shaping this initiative. 

3. Presentation: Britannica Education – Introducing the AI-Powered ‘ASK Britannica’ Search Tool 

In their presentation, Hayley Brett and Luke Saunders from Britannica Education introduced their newly launched AI-powered search function, ASK Britannica, now live across their educational platforms. ASK Britannica is designed to support student curiosity while ensuring trustworthy, distraction-free learning. It is a simple, AI-powered search tool that generates responses exclusively from Britannica’s verified content, avoiding the risks associated with open-source AI tools. The presentation also highlighted Britannica’s transformation over its 250-year history—from print encyclopedias to CD-ROMs to today’s AI-enhanced digital platforms. With a presence in over 100 countries and partnerships with governments, universities, and educational institutions, Britannica continues to evolve to meet the needs of modern classrooms. 

To learn more about Ask Britannica, please consult their latest MoE Brochure.

4. Presentation: Innovative Educational Applications in Slovenia 

The first day concluded with a presentation by Danilo Zimšek from the Slovenian Educational Team, focusing on the  development of innovative digital applications designed to enhance teaching and learning in Slovenian schools. Such applications include authoring tools for teachers, a learning platform for students to support PBL, self-directed learning and gamification, KOBI - a reading-supporting app for primary schools, text-to-speech and anti-plagiarism tools, anonymous voting, surveys and feedback mechanisms.  

These tools are part of a broader national effort to integrate AI-powered educational technologies into classrooms and teacher support systems. Hosted on national infrastructure and accessible through a single digital identity, these tools aim to reduce teachers’ administrative workload, promote inclusive and personalised learning, and foster responsible digital and AI literacy among students. Many of the applications are already in use or in the final stages of development, marking a significant step forward in Slovenia’s digital education landscape. 

EdReNe Seminar - Day 2  

The second day of the EdReNe 22nd Strategic Seminar focused on the practical and strategic integration of artificial intelligence (AI) in education. Through presentations and workshops, participants explored how AI can support educators, enhance collaboration, and improve the quality and accessibility of digital learning content. 

 

5. The European Digital Education Hub: Building Collaborative Communities 

Anthony Fisher Camilleri from Knowledge Innovation Centre (Malta) introduced the European Digital Education Hub as a model for fostering collaboration among education stakeholders across Europe. The Hub, hosted on Microsoft Teams and supported by the European Commission, currently connects over 7,000 members through a dynamic ecosystem of working groups, webinars, and community workshops. The presentation highlighted how the hub’s success lies in its human-centered approach—focusing on real connections, actionable content, and multi-channel engagement (online events, articles, structured knowledge sharing and strategic collaboration in squads, in-person networking). It serves as a valuable platform for professional exchange, Erasmus+ partnerships, and keeping up with AI developments in education.  

Membership is free and everyone is welcome to join the EU Digital Education Hub. 

6. Open Models for Open Education: Verifiable AI for Teacher Support 

In a second session on Open Models for Open Education: Verifiable AI for Teacher Support, Camilleri explored how open AI models can transform teacher support by enhancing content creation, reducing workload, and improving pedagogical resources. He emphasized the importance of transparency, accountability, and human oversight in AI tools. Some of the key concepts highlighted in this presentation were: 

  • Agentic AI: Moving beyond chatbots to autonomous AI assistants that collaborate with educators. 
  • AI as a Teaching Assistant: Supporting content design, tutoring, translation, and assessment. 
  • Scenario Building: Using AI to simulate educational scenarios and generate learning materials. 
  • AI as a Productivity Tool: Compared to a calculator for learning design—accelerating workflows while preserving human judgment. 

The European Digital Education Hub and Knowledge International Centre’s AI practices offer scalable, ethical, and practical models for integrating AI into education systems across Europe.  

7. AI for Inclusion: The DAIverse Pedagogical Framework 

In the subsequent presentation, Hermann Morgenbesser from the Future Learning Lab Vienna introduced the DAIverse Project—an Erasmus+ funded initiative focused on developing a pedagogical framework for the use of AI in inclusive educational environments.  

As classrooms across Europe become increasingly diverse—due to societal changes, migration, and evolving learner needs—the traditional ‘one-size-fits-all' teaching model is no longer sufficient. Teachers are under pressure to meet a wide range of learning needs, often with limited time and resources. The DAIverse project responds to this challenge by offering practical, ethical, and pedagogically sound guidance on how AI can be used to foster equity, accessibility, and personalized learning. The DAIverse framework includes a directory of AI tools designed to support diverse learning styles and needs. 

While concerns about the risks of AI remain valid, the project emphasizes the need for practical guidance on how AI can be used to create personalized learning experiences that benefit all students—especially those with learning difficulties, language barriers, or advanced learning needs.  

A central theme of the presentation was the importance of Explainable AI (XAI)—not only for technical transparency but as a foundation for ethical reflection. Teachers and school leaders must understand how AI systems function to use them responsibly and effectively. The project also introduced AI prompting strategies to support thoughtful implementation: 

Together, these tools and strategies illustrate how AI, when thoughtfully integrated, can become a powerful enabler of inclusive, equitable, and personalized education—empowering teachers rather than replacing them. 

8. Reflections from Ireland: Practical Challenges in AI Integration 

In a brief but insightful intervention, Patrick Coffey from Scoilnet (Ireland) highlighted the shared challenges educators across Europe are facing with integrating AI into schools. His remarks emphasized the uncertainty and complexity surrounding AI adoption, particularly in primary and secondary education. Current efforts are largely reactive, lacking a clear strategic direction. 

Key concerns include: 

  • Insufficient training: Short online courses barely touch on AI’s potential. 
  • Overly complex resources: Existing frameworks and EU guidelines are often too long and not practical for teachers. 
  • Need for simplicity: Teachers require concise, ready-to-use guidance that fits into their daily routines. 

Coffey also shared Scoilnet’s vision to revamp its platform—which already hosts over 20,000 teacher-created resources—by integrating AI to better support educators and learners. 

His remarks reinforced the broader call for practical, accessible, and teacher-centered AI solutions in education. 

9. Enhancing Online Platforms for Teachers and Students in Slovenia 

The final seminar session explored the advancement of digital platforms that empower both teachers and students to access, create, and share high-quality educational content.  

Petra Bevek from the Slovenian Education Network detailed the transformation of Slovenia’s long-standing national education platform, which has supported educators for over two decades. Now being upgraded with support from the National Recovery and Resilience Plan (PNRR), the platform is evolving into a comprehensive digital hub. 

This new version emphasizes peer-to-peer collaboration, allowing teachers to publish and review each other’s materials, fostering a strong professional community. AI tools are being integrated to help educators retrieve and share content across Slovenian educational platforms. An editorial board offers guidance to highlight relevant resources, not to enforce quality control. The COVID-19 pandemic underscored the need for a centralized, crisis-ready portal, and the platform now aims to meet that need. It will also provide clear guidelines on how to write, locate, and cite educational materials. Ultimately, the platform is designed to serve as a unified access point for content that is verified, curriculum-aligned, in the Slovenian language, and ready for immediate classroom use. 

eTorba – A Digital Schoolbag for Students 

Mirjam Oblak from the Slovenian Education Network introduced eTorba, a new Slovenian portal tailored for students envisioned as a virtual schoolbag to support independent learning. The portal offers open access to quality-assured educational resources, with optional registration enabling students to save materials in their personal collection. It includes interactive tools such as annotation features, a built-in dictionary, and options for sharing and feedback. An authoring tool allows both students and teachers to contribute by suggesting edits or flagging issues. Although the platform is still expanding, there is potential to integrate existing materials for example from vocational schools. Additionally, ministry-funded textbooks are available on the platform, though contributions from private publishers remain limited. 

These final presentations emphasized the importance of sustainable, user-friendly digital infrastructure that empowers both teachers and students. By combining AI tools, community-driven content, and inclusive design, Slovenia is building a robust ecosystem for modern, connected learning. 

10. Final Workshop: Rethinking Platforms, Teachers, and the Future of Learning 

The seminar ended with a dynamic final workshop, during which participants rotated between three discussion groups, each focused on a key question shaping the future of digital education. This format allowed everyone to contribute to all topics and benefit from a diversity of perspectives

Conclusion 

EdReNe 22nd Strategic Seminar 2025 concluded with a strong emphasis on collaboration, innovation, and teacher empowerment. It reinforced the need for inclusive, flexible, and AI-enhanced platforms that support educators in shaping the future of learning.  Across all discussions, there was strong consensus that AI is not a replacement for educators, but rather a powerful ally—one that can enhance collaboration and knowledge sharing; support personalized and inclusive learning, reduce administrative and content development burdens; foster innovation through structured, community-driven initiatives. Therefore, it is essential to continue promoting international knowledge exchange, cross-sector collaboration, and the development of inclusive, flexible, and AI enhanced platforms.  

Further upcoming EdReNe initiatives were discussed and will be confirmed soon, among which: 

  • a webinar (topic and potential speakers to be suggested by EdReNe members) 
  • next EdReNe face-to-face meeting in Vienna (Austria) in Spring 2026 

Programme & Presentations:  

For more information, visit: EdReNe

Special thanks to the Slovenian Ministry of Education for their excellent organisation and hospitality.