AI in European Classrooms: New OECD Data Shows Huge Gaps in Teacher Adoption
New data from the OECD’s Teaching and Learning International Survey (TALIS) reveals a starkly uneven picture of artificial intelligence adoption in European classrooms. While AI tools are becoming more common, their use varies dramatically between countries, highlighting a significant digital divide in teaching practices across the continent.
The Big Picture: A Patchwork of Adoption
Across 22 European Union (EU) countries, an average of 32% of lower-secondary school teachers reported using AI for teaching or student learning in the past year. The average across all OECD countries was slightly higher at 36%. These figures confirm that AI is gaining a foothold, but far from becoming a standard teaching tool.
The Leaders and the Laggards: A Country-by-Country Split
The data reveals a surprising map of adoption, with some nations embracing AI far more than their technologically advanced neighbors.
High-Adoption Countries (40%+ of Teachers Using AI):
Albania leads dramatically at 52%.
Malta and Czechia: 46%
Romania: 46%
Poland: 45%
Kosovo: 43%
North Macedonia: 42%
Norway & Flemish Belgium: ~40%
Low-Adoption Countries (Below 30%):
France trails significantly at just 14%.
Hungary: 23%
French-speaking Belgium: 23%
Turkey: 24%
Italy: 25%
Finland: 27%
Montenegro: 28%
Slovakia: 29%
How Teachers Are Using AI: A Support Tool, Not a Replacement
For teachers who do use AI, the applications are primarily for planning and preparation, not direct instruction or grading.
Top Uses (EU-22 Average):
Research & Summarization (65%): Quickly gathering information on topics.
Lesson Plan Generation (64%): Creating classroom activities and structures.
Student Skill Practice (49%): Facilitating realistic scenario-based learning.
Support for Special Educational Needs (40%): Adapting materials for diverse learners.
Differentiating Instruction (39%): Adjusting difficulty levels for students.
Less Common Uses:
Generating feedback for students/parents (31%)
Reviewing student performance data (29%)
Assessing or marking student work (26%)
This pattern shows AI is currently a “teacher’s aide”—a tool to reduce administrative burden and enhance preparation—rather than a core component of student assessment or live classroom interaction.
Why the Huge Gap? Key Drivers of Adoption
The wide variation between countries is driven by several critical factors:
National Policy & Strategy: Countries with high adoption rates, like Albania and Czechia, typically have clear national strategies promoting AI in education and provide centralized resources. Countries like France, until very recently, lacked a cohesive national framework.
Investment in Teacher Training: Adoption correlates strongly with professional development. Systems that offer structured training on AI tools see much higher usage. The lack of training is a primary barrier in low-adoption countries.
Infrastructure & Access: Reliable school-wide internet, device availability, and IT support form the basic foundation without which AI use is impossible.
Cultural Attitudes & Concerns: In many Western European countries, ethical concerns about data privacy, algorithmic bias, academic integrity (cheating), and the fear of “de-skilling” teachers have slowed acceptance.
The Road Ahead: Closing the Gap
The divide is not necessarily permanent. Some low-adoption countries are now acting aggressively. France, for example, has recently launched a major nationwide program to train teachers in AI, though its effects are not yet reflected in this data.
The OECD data serves as a crucial benchmark. It indicates that successful integration of AI in education depends less on a country’s overall wealth and more on proactive policy, equitable investment in training, and addressing teacher concerns directly.
Conclusion: A Tool in Search of a Strategy
The TALIS survey reveals that AI’s journey into European education is a story of two realities. In one, teachers are empowered with new tools to save time and personalize learning. In the other, teachers remain untrained and unsupported, watching a technological revolution pass them by.
Bridging this gap is the next great challenge for European education systems. The goal should not be universal adoption for its own sake, but equitable access to high-quality training and tools, ensuring all teachers can leverage AI to enhance their irreplaceable human role in the classroom.
