What was the goal?
The goal of the project was to gain a deeper understanding of teachers’ views, experiences, and concerns regarding the integration of artificial intelligence into the teaching of Modern Greek Language and Literature, particularly in the context of preparing students for the national university entrance examinations. The central research question focused on exploring how AI tools and new technologies can be used to support teaching and assessment in this subject. Two sub-questions were also investigated: how AI can be creatively incorporated without undermining students’ critical thinking, personal expression, and creativity, and how teachers can use AI to enhance learning outcomes and active student participation.
How did the project proceed?
The project was conducted as a qualitative educational study. The team carried out bibliographic research to examine existing literature on AI in education. In addition, semi-structured interviews were conducted with language and literature teachers, computer science teachers, and a philosopher, in order to gather diverse perspectives on the topic. The team also attended seminars and explored specific AI tools to identify practical applications for the classroom.
What were the results?
The bibliographic research highlighted both the benefits and challenges of AI technology in education. The interviews revealed that teachers generally accepted AI as a tool but also expressed concerns about its use. The seminars and tool demonstrations showcased practical applications, and the project’s recommendations identified creative and practical ways to integrate AI into teaching. The project concluded that AI cannot be absent from school life and that the right approach is to embed it in teaching with the aim of developing students’ critical thinking and autonomy. Without systematic, institutionally organized teacher training with a pedagogical focus, AI risks remaining an external add-on rather than a meaningful part of the educational process. The project stressed the urgent need for curriculum and assessment reforms so that AI is not simply attached as a technological supplement but is substantively integrated into educational practice. It also called on the Ministry of Education to take initiatives in creating or adapting digital applications and designing lessons suited to the needs of the new era. Overall, the interviews converged on the recognition that AI is an integral element of the modern school experience and, when used with collaboration, pedagogical purpose, and proper training, can become not just a tool but a field for renewing and deepening the teaching and learning process.