EdReNe 2026 Strategic Seminar

11/06/2026

The 23rd Strategic Seminar of the European Educational Repositories Network (EdReNe) took place in Vienna on 21–22 May 2026, bringing together key stakeholders from Austria, Belgium-Flanders, England, Germany, Greece, Ireland, Italy and Norway for a focused two-day exchange on artificial intelligence in education.

Organised by the Future Learning Lab of the Vienna University College of Teacher Education, in collaboration with European Schoolnet, this year's seminar focused on the integration of AI into school systems, addressing both ethical considerations and system-level readiness. In line with EdReNe's mission, the event provided a platform for sharing expertise and best practices in the development and management of K–12 educational content repositories, while fostering collaboration across the network.

1. Opening Session: AI & Ethics

In his thought-provoking keynote, Boyle positioned artificial intelligence within Marshall McLuhan's media theory, revisiting the idea of technologies as "extensions" of human capabilities (e.g. the wheel extending the foot, the camera the eye) and the notion that "the medium is the message." Boyle contrasted "hot" media—such as radio, books, and podcasts, which actively engage the imagination—with "cool" media like television and magazines, raising the question of whether AI represents a new hybrid form.

A central and provocative argument inverted McLuhan's perspective: while technologies have traditionally extended human abilities, there is a growing risk that humans may instead become extensions of technology. This shift raises concerns about dependency, diminishing critical thinking, and widening inequalities between those who can effectively engage with AI and those who cannot. Boyle underscored the responsibility of design in this context, echoing Bruce Mau's assertion that "when everything is connected to everything else, everything matters." (Mau, Massive Change, 2004)

The session also explored broader technological transformations, including the transition from linear, binary computing to emerging paradigms such as quantum computing, characterised by multiple coexisting states. This evolution reflects a more interconnected, systems-oriented understanding of reality, closer to natural processes. Within this framework, Boyle emphasised digital humanism as a guiding principle to ensure that technological development remains aligned with human values.

From a governance perspective, three key models of human–AI interaction were outlined:

• Human-in-the-loop: humans directly participate in decision-making processes
• Human-on-the-loop: humans supervise systems and intervene when necessary
• Human-in-command: humans retain ultimate authority and oversight

Ethical considerations centred on bias and responsibility. Boyle emphasised that AI systems are inherently shaped by the perspectives and datasets of their creators, which can embed structural biases and reinforce existing inequalities. He stressed the need for greater diversity, accountability, and critical thinking in both the design and use of these systems.

More broadly, Boyle emphasised that technological artefacts themselves can carry inherent moral and political meanings, making ethical awareness essential in their design and use. This was illustrated by the well-known case of the low overpasses on Long Island parkways. According to Robert Caro's The Power Broker (1974), Robert Moses allegedly designed these structures with deliberately low clearances to prevent buses—and thus poorer and minority communities—from accessing certain beaches. Although the historical accuracy of this claim has been debated, the example—popularised by Langdon Winner (1980)—remains a powerful illustration of how infrastructure can encode and reinforce societal values and inequalities.

Methodologically, the workshop introduced approaches for navigating complexity:

• Double-loop learning: questioning not only solutions but underlying assumptions
• Systems thinking: understanding interconnections within complex systems
• Decision quality frameworks: clearly defining the problem, exploring a range of alternatives, using robust and meaningful data, clarifying values and trade-offs, applying sound reasoning, taking informed action, and continuously iterating—much like in a design cycle.

The session concluded by raising fundamental questions about the ownership and sustainability of AI. Given that these systems are built on collective human knowledge, Boyle proposed considering AI as a common good, comparable to natural resources such as air or water—highlighting the need for equitable access, shared responsibility, and thoughtful governance.

2. KlasCement Futureproof

Schoors outlined the strategic transformation of KlasCement, the Flemish educational content repository, aimed at ensuring its relevance in an AI-driven landscape. Following a period of organisational restructuring, reduced capacity, and declining teacher engagement—despite a user base of over 300,000—the platform is being repositioned as a high-quality, reliable, and future-proof resource.

The new strategy for 2026–2028 focuses on content, functionality, and design, including a complete redesign of the platform and the development of new features. Central to this transformation is the recognition that while AI is increasingly used by teachers to search for and create learning materials, it also raises concerns around quality, bias, and copyright. KlasCement's response is to provide a trusted, public alternative that supports high-quality content creation.

A key element of this shift is the introduction of a quality framework, developed in collaboration with Leerpunt. This marks a significant cultural change: whereas user-generated content was previously shared with minimal validation, a structured self-assessment tool ("quick scan") based on eight quality criteria will now guide teachers in improving their materials. The framework covers three phases—goals and structure, didactics and differentiation, and learner support—and will initially be implemented as a voluntary tool, with a gradual rollout towards more structured feedback mechanisms. Existing resources will remain available but may be labelled as not quality-validated.

In parallel, KlasCement is developing a proprietary AI-powered content creation tool, supported by an investment of approximately €2 million and informed by the UNESCO TSI Futureproof Education project. By combining generative AI with KlasCement's curated database and understanding of teacher needs, the aim is to enable educators to create more reliable and contextually relevant materials than those produced using general-purpose AI tools.

An AI development roadmap is planned, with a preparation phase in 2026 followed by implementation in 2027–2028, including a focus on accessibility. A related initiative, the Whynot platform, will further support inclusive education by providing a protected digital environment for learners with disabilities.

While the transformation presents challenges—such as the risk of rapid technological change, increased demands on metadata and editorial processes, and a possible short-term decline in content contributions—the long-term objective is to prioritise quality over quantity, rebuild trust, and re-engage teachers as active contributors to the platform.

3. From Access to Impact: Rethinking Educational Repositories

In his contribution, Racz reflected on the persistent challenge of ensuring that educational repositories are not only accessible but actively used by teachers. Despite significant progress in aggregating and sharing resources, the core issue remains uptake rather than availability—particularly as many teachers increasingly rely on generative AI tools for lesson preparation and assessment.

A central message was the crucial role of teacher and school leadership engagement. Without their active involvement, repository initiatives cannot succeed. Ensuring that resources are relevant, usable, and aligned with both classroom realities and national curricula remains a complex but essential task.

The reflection revisited EdReNe's early focus, dating back to 2007, on enhancing the reusability and interoperability of educational resources. A key development was the implementation of the Calibrate Brokerage System, which served as a foundational architecture for repository interoperability. Within the EdReNe initiative, it supported member states in exchanging best practices and developing national digital learning repositories aligned with broader European policy frameworks. While this marked a significant step forward at the infrastructure level, it also underscored persistent challenges—particularly the difficulty of adapting resources to diverse national curricula and educational contexts.

Racz emphasised that technical solutions alone are insufficient. User experience—particularly effective search and filtering—plays a decisive role in determining whether teachers engage with platforms. Expectations are increasingly shaped by seamless commercial AI tools (such as ChatGPT, Gemini, or Claude), and negative user experiences can quickly discourage adoption.

The discussion also highlighted the double-edged role of AI: while it enables personalisation and efficiency, its rapid development and diversity of tools introduce new complexities. Adoption is further influenced by practical constraints, including school policies on device use.

A key takeaway was the need to shift from content provision to the design of learning scenarios—supporting teachers not just with materials, but with meaningful and adaptable learning experiences tailored to their contexts. This aligns with the broader need to strengthen teachers' capacity and motivation to engage with digital tools.

Looking ahead, a new Austrian platform—scheduled for launch on 5 October (World Teachers' Day)—aims to address these challenges by combining improved discovery tools with content creation functionalities. The overarching goal is to make educational repositories more relevant, usable, and impactful for teachers, while strengthening their role in everyday teaching practice.

4. AI-assisted Learning within an Adaptive Intelligent System

Steinlein introduced Germany's Adaptive Intelligent System (AIS), an ambitious public initiative aimed at guiding the integration of artificial intelligence in education in a way that enhances learning while preserving students' creativity, curiosity, and critical thinking. Launched at a time when the potential of AI was not yet widely recognised, the project brings together a consortium of over 20 partners, including AI researchers, educational authorities, and scientific institutions, supported by a significant public investment.

The project responds to growing concerns about declining basic skills, particularly in reading and mathematics, as highlighted by recent German data. Its core ambition is to scale adaptive learning across school systems through AI, creating a personalised and supportive learning environment for every student.

At the heart of AIS is the development of an open, public ecosystem built on the principle of "public money, public code," integrating high-quality digital resources from public repositories. The goal is to support AI-enhanced teaching and learning across subjects and educational levels, while ensuring equitable access and transparency.

Key Features of the AIS System

AIS is designed to create personalised learning pathways through:

• An initial diagnostic phase to assess each student's competence level and avoid tasks that are too easy/boring or too difficult
• Intelligent sequencing of learning materials to optimise progression towards learning goals
• Identification of learning gaps and critical stages where students may struggle
• An AI tutor that provides feedback and scaffolding (rather than direct answers), encouraging active learning and skill development

Importantly, the system demonstrated promising results in early proof-of-concept testing, showing that well-structured sequencing of materials can significantly enhance learning effectiveness.

Role of Teachers

A central principle of the project is that teachers remain "in the driving seat." Through a dedicated dashboard, teachers:

• Define learning goals and pathways
• Monitor student progress and skill levels
• Use system-generated insights to inform assessment and classroom practice

Rather than replacing teachers, the system is designed to support their pedagogical role, enabling them to focus more on individual guidance and interaction. Notably, the AI tutor is intended to remain in the background, intervening only when needed, as students continue to prefer human interaction over chatbot-driven communication.

Technical and Structural Challenges

A major challenge lies in the complexity of aligning multiple curricula, particularly in Germany's federal system of 16 states. AIS is therefore developing a common data model capable of mapping and aligning learning content across different curricular frameworks. This is essential for enabling interoperability and maximising the reuse of resources.

However, several challenges remain:

• Adapting resources across different curricula is difficult and often requires manual intervention
• Metadata and data standards are still evolving, particularly in areas such as data protection and copyright
• Ensuring long-term relevance of the system in a rapidly evolving technological landscape

AI, Support Systems, and Human Interaction

The project promotes a balanced approach to AI. While AI enables personalisation and efficiency, it should not dominate the learning experience. Complementary support systems—such as human helpdesks and expert networks—are being considered, ensuring that learners can access real human assistance when needed.

Future Developments

Following initial small-scale pilots, including a first adaptive learning path for reading comprehension, a larger-scale classroom trial is planned for September, involving real teaching environments across multiple regions. The system will initially be implemented for German language learning, with plans to expand to other subjects.

The project also aims to foster a more flexible and open digital ecosystem, allowing education providers and publishers to contribute resources and explore new licensing models.

5. Round Table Discussion: Key Takeaways

The first day of the EdReNe Seminar concluded with a roundtable discussion about System-level Preparedness for Integrating AI in Schools.

The discussion highlighted several shared challenges and emerging perspectives on AI in education across countries. A major point of consensus was the difficulty of aligning educational resources with diverse curricula, particularly within countries with decentralised systems. This makes it challenging to adapt and reuse content effectively across contexts, a challenge further compounded by the lack of common metadata standards at European level.

Another key insight was the need to rethink the role and lifespan of content in the age of AI, as materials risk becoming rapidly obsolete. Some participants suggested shifting focus towards skills development, such as training both teachers and students to use AI critically and effectively, rather than relying solely on static resources.

Different national approaches also emerged. While some systems are moving towards greater digitisation, others are returning to hybrid models after fully digital approaches proved insufficient. Teacher shortages, particularly noted in Germany, further complicate the effective use of digital tools and feedback mechanisms.

The discussion also emphasised the importance of data protection, privacy, and ethical frameworks, with examples such as Greece introducing structured national guidelines and AI coordinators in schools to support responsible use. At the same time, innovation is advancing through initiatives such as AI-driven learning environments and specialised educational agents, designed to foster interactive and inquiry-based learning experiences.

EdReNe 23rd Strategic Seminar – Day 2

The second day of the EdReNe 23rd Strategic Seminar focused on AI Workspaces, OER and briefs from EdReNe members.

6. Sustainable OER in Austrian Higher Education

Hackl-Mayerhofer presented the development of Open Educational Resources (OER) in Austrian higher education, with a focus on sustainability and long-term integration into teaching and institutional practice. Drawing on the UNESCO definition, OER were framed as a broad range of open learning materials—including videos, datasets, software, and teaching resources—designed to support both education and research. In Austria, OER are typically released under Creative Commons licences (CC BY), although national copyright frameworks impose certain limitations.

The presentation highlighted Austria's efforts to build a coherent and sustainable OER ecosystem, strongly aligned with European open science policies. The Open Education Austria Advanced initiative (2020–2024) played a key role in this process by supporting universities in developing infrastructures, services, and capacities for creating and sharing OER. This included encouraging academic staff to contribute content and fostering collaboration across teaching and learning centres, IT services, and university libraries.

Several core components of this ecosystem were presented:

• oerhub.at: a central service platform supporting universities, service providers, and decision-makers in implementing OER strategies and infrastructures
• iMOOX: Austria's national MOOC platform, enabling universities to offer free online courses and integrate them into formal learning pathways
• OER-Verzeichnis: a national registry and meta-search engine that facilitates the discovery, reuse, and integration of OER across institutions

These services aim to ensure high-quality, accessible, and interoperable resources, with clear licensing and the possibility to integrate content into different learning systems. A certification framework for OER repositories and practices has also been developed, supporting quality assurance and institutional adoption.

A key message of the presentation was that sustainability in OER goes beyond infrastructure. It requires:

• Strong institutional commitment and policy support
• Continuous capacity building for educators and staff
• Active communities of practice that share resources, collaborate, and drive innovation

Communities were identified as central to long-term success, fostering shared ownership and regular exchange among institutions. Cross-institutional collaboration, supported by networks such as the Alliance of Sustainable Universities in Austria, further strengthens this ecosystem.

The presentation also demonstrated how OER contribute to Education for Sustainable Development (ESD), with examples of openly available courses and materials on topics such as climate change, circular economy, sustainable tourism, and environmental management. These resources can be reused across contexts, amplifying their impact.

In conclusion, the Austrian experience shows that sustainable OER ecosystems require the alignment of infrastructure, policy, and community engagement.

7. Britannica Studio: A Teacher First AI Workspace

In her presentation, Hayley Brett from Britannica Education introduced Britannica Studio, a "teacher-first" AI workspace designed to help educators navigate the growing complexity of AI in education. Building on Britannica's 250-year legacy of providing expert-reviewed, high-quality content—used by over 250 million learners in more than 100 countries—the platform offers a trusted, structured approach to AI integration in teaching.

The platform is designed to support teachers in planning more efficiently, differentiating instruction, and creating tailored learning materials. A key strength is its ability to easily adapt content across different learning levels, enabling more inclusive and personalised teaching practices.

Britannica Studio integrates a suite of tools within a single environment, including:

• "Ask Britannica" for fast and reliable content discovery
• Tools to summarise, assess, and adapt texts
• A vocabulary builder and reading-level adjustment ("Level it")
• A passage builder, generating custom texts from trusted sources
• Quiz generation, with export options (e.g. Google Drive) and multilingual support

All generated materials are fully traceable to their original sources, ensuring transparency and reliability. Outputs can be edited, reformatted (e.g. into tables), enhanced with images, and reused across lessons. The platform also tracks previous searches and resources, supporting continuity and efficiency in lesson planning.

Currently in a trial phase, Britannica Studio is supported by the white paper "The Trust Blueprint," based on a beta study involving around 300 teachers. A key finding is that approximately 78% of educators report regularly verifying AI-generated content before use, confirming that trust and accuracy remain central in classroom practice.

Now integrated into Britannica School—and accessible via subscription—the tool represents a concerted effort to simplify AI use in education.

Reference: britannicaeducation.com/blog/teachers-trust-ai.

7. Briefs from EdReNe Members

The seminar continued with a series of updates from EdReNe members about current and future projects.

New Projects for the Digitalisation of Education in Germany

Dr Susanne Friz from FWU Medieninstitut der Länder GmbH, Munich, outlined key initiatives supporting the digital transformation of education in Germany, with a strong focus on OER, infrastructure, and collaboration across the 16 federal states.

The national OER Strategy (2022) promotes innovation and a shift towards student-centred learning, encouraging teachers to create, share, and reuse materials through improved infrastructures and licensing practices. It is complemented by the development of Open Educational Practices (OEP), fostering collaboration not only between schools and universities but also with wider stakeholders, including informal learning contexts.

Another major initiative is the Digital Pact 2.0, backed by a €5 billion investment shared between federal and state levels. This programme supports the expansion of digital infrastructure in schools, including connectivity (internet and Wi-Fi), digital learning environments, IT administration, and teacher training.

The MOERFI project was presented as a practical initiative aimed at strengthening OER ecosystems. Through activities such as demonstration days, workshops, and collaboration with schools and ministries, the project seeks to increase awareness and uptake of existing platforms and tools. A key challenge identified is that many educators are not fully aware of or do not actively use available OER infrastructures, highlighting the need for better communication and user engagement. The project also contributes to improving transparency and connectivity between initiatives, for example through the OER World Map, which allows educators and institutions to identify relevant resources and actors in the OER landscape.

Key challenges include the lack of harmonised metadata standards, difficulties in aligning resources with different curricula, and the need to improve user engagement and feedback.

Overall, the presentation highlighted Germany's systemic and multi-level approach to digital education, combining policy, infrastructure, and community-building efforts. It underlined the importance of strengthening both technical systems and user engagement to ensure that digital resources and OER effectively support innovation in teaching and learning.

Updates from Ireland

Patrick Coffey presented recent developments and ongoing challenges related to Scoilnet, Ireland's national digital learning portal, currently undergoing a major redevelopment process. Originally redesigned in 2014 and later updated to better align with the national curriculum, the platform is now being rethought again in response to evolving teacher needs and the rise of AI.

User research, including surveys and focus groups, revealed mixed levels of satisfaction. While Scoilnet remains a well-known and trusted brand, key issues include outdated content, broken links, lack of visual previews, and an overload of resources, which make navigation and usability challenging. Teachers also highlighted the importance of stronger alignment with updated curriculum specifications and improved quality assurance for user-generated content.

The platform faces increasing competition from services like Twinkl, which offer highly polished user experiences but may constrain pedagogical flexibility. In response, Scoilnet aims to maintain its role as an open, curriculum-aligned portal, supporting a wide range of teaching approaches.

Several strategic priorities emerged:

• Improving content quality, tagging, and curriculum alignment
• Enhancing usability and discoverability, including better search and previews
• Clarifying issues around resource ownership and editability
• Exploring a more balanced approach that also considers student needs, not only teachers

Scoilnet also offers distinctive features, including licensed access to high-quality content such as Britannica resources, newspaper archives, and interactive mapping tools for schools. These provide unique opportunities for inquiry-based learning, such as analysing historical changes through maps or exploring local news sources.

In parallel, new initiatives are being developed, including an AI in Schools hub with short explanatory videos, tools for generating acceptable use policies, and resources aligned with digital competence frameworks.

Despite these efforts, challenges remain in awareness and engagement, as well as in building sustainable teacher communities—particularly online, where participation has been limited. As part of its redesign over the next six months, Scoilnet aims to address these issues while also exploring how to meaningfully integrate AI into the platform.

Conclusion

The 23rd EdReNe Strategic Seminar (2026) highlighted a strong and shared commitment to ethical governance, equitable access, and the trustworthiness of AI in education, alongside the continued empowerment of teachers. Discussions reinforced the need for inclusive, flexible, and AI-enhanced platforms that support educators in actively shaping the future of teaching and learning.

Across sessions, a clear consensus emerged around three key cross-cutting themes:

• Trust and verifiability — The effective use of AI in the classroom depends on reliable sources, transparent sourcing, and teachers' ability to review, adapt, and contextualise outputs.
• Central role of the teacher — Models such as human-in/on-the-loop and human-in-command, together with the repeated message that "the teacher must not disappear," underline the importance of maintaining human judgement and pedagogical oversight.
• Governance and the public good — Principles such as "public money, public code," combined with public investment in repository-based infrastructures and the broader question of AI as a common good, point to the need for systemic—not purely technological—approaches to AI integration.

Looking ahead, several upcoming EdReNe initiatives were discussed and will be confirmed in due course, including:

• A webinar (with topics and speakers to be proposed by EdReNe members)
• The next face-to-face EdReNe meeting in Ireland (Spring 2027, tbc)

Finally, special thanks were extended to the Future Learning Lab team in Vienna for their excellent organisation and warm hospitality.