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EPALE - Euroopa täiskasvanuhariduse veebikeskkond

Discussion

Tehisintellekt ja põhioskused digiajastul

Liitu meie aruteluga ja jaga oma mõtteid selle üle, kuidas tehisintellekti kasutamine muudab põhioskuste (kirjaoskus, arvutusoskus, digioskused) arendamist.

Neljapäeval, 18. septembril 2025 kell 11.00–17.00 Eesti aja järgi korraldab EPALE veebiarutelu tehisintellekti ja selle mõju üle põhioskustele!

Alustame kell 11.00 Eesti aja järgi ekspertide otseülekandena toimuva vestlusega ja jätkame arutelu EPALE kasutajatega kirjaliku aruteluna kommentaarides kuni kella 17.00ni. 

Vaata otseülekannet siit!

Tehisintellekt muudab kiiresti meie elu, tööd ja õppimist ning erandiks ei ole ka täiskasvanuharidus. Kogu Euroopas on uuendusmeelsed koolitajad hakanud uurima, kuidas AI saab toetada põhioskuste (nagu kirjaoskus ja arvutusoskus) arendamist. Kuid mitmed olulised küsimused on endiselt vastuseta – näiteks, mis toimib tegelikkuses või milliseid riske peame hoolikalt kaaluma.

Rahvusvahelise 2025. aasta kirjaoskuspäeva ja selle teema „Kirjaoskuse edendamine digiajastul“ puhul korraldab EPALE veebiarutelu, mis on pühendatud AI rollile täiskasvanute põhioskuste õppes. See ajakohane sündmus toob kokku eksperdid ja praktikud, et uurida, kuidas AId saab tõhusalt ja kaasavalt kasutada põhioskuste arendamise programmides.

Alustame otseülekandega, kus kutsutud eksperdid räägivad:

  • uuest EPALE veebikursusest koolitajatele AI õpetamisse lõimimise kohta;

  • uuenduslike AI-lahenduste näidetest, mida juba kasutatakse kirja- ja arvutusoskuse arendamisel;

  • erialaeksperdi tähelepanekutest AI mõjust kirjaoskuse arengule ja õppijate motiveerimisele.

EPALE kogukonna liikmeid kutsutakse samuti jagama oma kogemusi AI kasutamisel täiskasvanud õppijate toetamiseks, alates edulugudest kuni õppetundideni. Selline kogemuste vahetamine pakub praktilist vaadet AIga rikastatud õppimise tegelikkusele. Ole sa uute tööriistade katsetaja, nende võimaluste vastu huvi tundja või soovid paremini mõista väljakutseid – see on suurepärane võimalus osaleda sisukas arutelus täiskasvanute põhioskuste hariduse tuleviku üle digiajastul.

Arutelu jätkub pärast otseülekannet kuni kella 17.00ni Eesti aja järgi EPALE kasutajate seas, keda lahkelt kutsutakse jagama oma vaatenurki järgmiste teemade üle:

  • kogemused AI-tööriistade lõimimisel õppeprogrammidesse;

  • edulood: fookuses on õppija.

Pane kuupäev kirja ja liitu meie aruteluga, et jagada oma kogemusi!

Likeme (44)
Sildid
Tehisintellekt
Põhioskused
Digioskused
Osalus
Tulevikuoskused
Õppemeetodid

Kommentaarid

Thank you very much for this interesting and inspiring discussion. It has shown that AI can be very helpful in basic education and opens up new opportunities for us if we use it responsibly (ethical aspects, bias, etc.). 

AI literacy opens up opportunities for learners (not only) in basic education. It also opens up opportunities for trainers/teachers. However, in order to take advantage of these opportunities, adult educators need to be qualified. Of course, this cannot just be tool training; critical aspects, especially in educational contexts, should also be addressed. I believe that practical examples and the exchange of experiences regarding the use of AI in the classroom are also important in AI learning programmes for trainers/teachers. I miss such exchange formats to some extent. 

Likeme (4)

Hello everyone,

I’d like to raise a slightly skeptical question about the use of AI in general (not only in adult education). While AI tools can be incredibly powerful for generating content, explanations, or even personalized learning paths, I sometimes worry about the limits of relying on them.

One issue I see is that people often take AI-generated answers as if they were unquestionably true, without checking the accuracy of the information. That seems risky. If learners or even trainers don’t verify the content, aren’t we just introducing another layer of misinformation—only this time with the authority of “AI” behind it?

So my question is: how do we make sure that AI is used responsibly, and not as a shortcut that discourages critical thinking or fact-checking?

Likeme (4)

Thank you for raising this important point Petr. 

I find the factor you mentioned (the limits of relying on them) a key to approach AI tools. Damian and Jorge both mentioned in the videostream that some of the functions held traditionally be teachers can be taken over and in some cases be better performed by AI solutions (e.g. classification of texts). I believe the key to this issue lies in the limit to which we rely on them. 

This is, however, extremely difficult if we consider what was shared by Jorge about AI: AI-written texts are impeccable and tend to look seamless and there might be a human bias to favour or give disproportionate credit to such texts. 

Likeme (2)

This is a very timely and important discussion. AI has great potential to support adult learners in developing literacy, numeracy and digital skills, but we must also carefully consider inclusiveness, accessibility and the role of educators. I look forward to hearing practical examples and sharing experiences on how AI can empower learners while ensuring that human guidance remains central.

Likeme (4)

I completely agree with you, @Lilla Pető .

I sometimes use text-to-audio tools and let an AI voice ‘narrate’ a fact or piece of content. This means that learners sometimes hear a voice other than mine. They find this refreshing and enjoy it.
My impression is that it sharpens their attention at certain moments. They also take advantage of the opportunity to listen to the audio or small parts of it several times.

I mostly use this free tool: https://www.openai.fm/

The texts that I have the AI read out are sometimes also AI-generated. This allows me to create completely different types of texts, because the AI can generate texts from the perspective of objects, organisations, etc.  For example, a biscuit can tell how it is made, or an authority can explain what it does, what it does for citizens and what it expects from citizens. This can be used to introduce more difficult topics or simply to create a pleasant, cheerful moment in class.

Likeme (3)

Hi everyone, this is such a broad and fast changing topic that I am afraid the AI based learning is changing faster than we as a society can adapt to it. We will have to use AI to adapt to AI, soon.

Some practical inspiration. Try this AI based Czech tool. It is able to to simulate role plays so that you can bring a coach to your meeting and the AI coach will prepare you for the meeting and will give you feedback after it: https://www.skilldriver.cz/

The dynamics of the development is tremendous...

Likeme (5)

Thank you, Martin for this interesting app. Yet another very important function taken care of by AI. 


Rapid change indeed. This is almost impossible to tackle, nevertheless we might make use of certain apps that seem to stay with us for the long haul for the benefits of adults with basic skills challenges. Developing critical skills is a long-term endeavour and it will never become useless, I feel. 

Likeme (2)

Dear Colleagues,

As the Secretary General of the European Basic Skills Network (EBSN), I am pleased to join this important EPALE discussion facilitated by our EPALE Editor-in-Chief, Tamás Harangozó.

Artificial intelligence is transforming how we teach and learn, and the environment where adults with low basic skills navigate everyday life. From personalised learning pathways to real-time translation and digital assistants, AI offers new ways to support learners in overcoming barriers, but at the same time, it generates new challenges and risks—such as misinformation, digital surveillance, and algorithmic bias—which adults with low basic skills are more likely to be exposed to and less equipped to critically assess or respond to.

At EBSN, we are particularly interested in practical use cases where AI is helping adults with low basic skills to participate more effectively in learning and manage daily challenges. We warmly invite you to share examples of how AI is being used to support adults with low literacy, numeracy, or digital skills. Please, send us information on how teachers and trainers are integrating AI tools (e.g., chatbots, language models, adaptive platforms) in basic skills programmes. We want to offer opportunities to present project outcomes or research results that explore the role of AI in adult learning and discuss ethical and critical aspects, such as digital accessibility, algorithmic bias, or learners’ digital agency.

EBSN strongly supports the ethical, inclusive and pedagogically sound use of AI. We advocate for empowering adult educators to use technology not only to increase engagement and learning efficiency but also to foster critical digital literacy, including awareness of data privacy and the social implications of AI.

We plan to make this topic a strategic focus in the coming years, including during our Annual Conference in June 2026. We aim to deepen our collective understanding and stimulate innovation around AI and basic skills.

We encourage programme designers, adult learning providers, researchers, and policymakers to share initiatives, development programmes, and pilot projects—as well as insights on what works, what doesn’t, and what still needs to be explored. We are also open to collaborations in development projects, awareness raising, and professional development of adult learning staff.

Let’s work together to ensure AI becomes a force for equity and empowerment in adult learning.

Warm regards,
Zoltán Várkonyi
secretary.general@basicskills.eu
The European Basic Skills Network www.basicskills.eu

Likeme (5)

I completely agree that AI can be a great “sparring partner” for critical thinking — but only if we create the right learning environment around it.When adult learners work with AI-generated texts, it’s essential that teachers guide them to: check the reliability of the content, compare different sources, ask why the tool produced a certain answer, and reflect on how their own bias might influence the prompt or the interpretation.... :-)

Likeme (5)

I tend to agree with you, Jana. I think, especially during early AI adoption phases, the role of the trainer can prove essential. As learners gain experience and get the sense of the AI models' strengths and weaknesses, the critical sense can also develop. 

Likeme (2)

This is an interesting proposition. So far, my experiences are somewhat mixed with regards to how critical LLMs can be. It would be interesting to see if there is a difference between using a free version or a subscription based version of an AI app. 

Likeme (1)

For those already experimenting with AI in their teaching: what’s the smallest step you’ve taken that had a big impact on how learners build their confidence with digital skills? For example, I encouraged learners to ask an AI to turn a boring text into a poem or a short story. The fun element helped break the fear of “serious technology” and opened the door to deeper exploration.

Likeme (4)

In my teaching practice (i.e. Teaching English as a Foreign Language) I have encouraged learners to converse with AI via the voice-driven mode. This can be fun and increase students' talking time when they are not in class, but I feel it needs some experience with prompting. 

I have also asked learners to generate image based on their experiences over the week and talk about it. This proved as an excellent conversation starter of ice-breaker. 

Likeme (4)

I’m not sure if this fits exactly with your question, but one thing I’ve found interesting is asking students to answer a complex question themselves first, then posing the same question to AI, and finally comparing the ‘human’ response with the AI’s. The contrast often sparks reflection and discussion, and students gain confidence by seeing the unique value of their own thinking alongside the technology.

Likeme (1)


Dear Participants,

This is Tamás from EBSN. Thank you for joining our videostream! It is a pleasure to see so many comments already. I am really looking forward to reading about your experiences. Just as a reminder, the moderation will last until 16:00 today. You are more than welcome to reflect on any parts of the online stream or aspects of AI and adult learning, but we would love to learn from 

  • your experiences with adopting AI tools in teaching and
  • any success stories or key projects in this field!

Enjoy the discussion!

Likeme (6)

Hello to all colleagues,

I offer a link to the Bulgarian experience in the field of artificial intelligence:

INSAIT | Institute for Computer Science, Artificial Intelligence and Technology. 

The connection between artificial intelligence and basic adult skills remains a challenge. I hope this online discussion will help me discover good practices for discovering such a connection.

Zhuliyan Gochev - NSS Bulgaria and EBSN in Bulgaria

Likeme (6)

Welcome everyone! 

We are about to go live with the video streaming with experts.

Feel free to post your comments and questions!

Gianluca - EPALE Central Support Service

Likeme (5)

MI gan palīdz, gan apdraud vienlaicīgi.  Bet tikai pašā MI lietotāja rokās un ziņā ir izdarīt pareizās izvēles cik daudz tiek ļauta šiem rīkiem piekļuve personīgajai lietotāja informācijai, kuras ieguve var lietotājam kaitēt. Jebkurā izglītības procesa posmā ir svarīgi lai izglītotājs un tas kurš no viņa mācās apzinās šo risku un prot to mazināt vai nepieļaut tā iestāšanos.  Atbildība ir visam atslēgas vārds!

Likeme (6)

The question that worries me the most is how to recognize and identify human-generated text from artificial intelligence text? Will human abilities and skills become less valuable over time?

Likeme (7)

Thank you for your comment Linda! 

This point cannot be highlighted enough, especially so when it comes to learning design both in the public and in the private adult training market. I truly hope that Professor Baptista is right, and it will become easier and easier to tell in the future. 

Likeme (2)

One point I’d like to bring into the discussion is how AI reshapes the definition of digital literacy as a basic skill. In my view, the ability to work with AI should become an integral part of this competence. This raises the question: if people develop digital literacy without engaging with AI, are they still missing essential skills that are increasingly required?

Likeme (7)

I think that AI awareness is now part of what it means to be digitally literate. But I’d add that literacy isn’t only about using AI tools, it’s also about understanding how they work, their limits, and ethical implications. Without this layer, people risk staying consumers rather than empowered users.

Likeme (3)

So, true, Jana. Thank you for this point. 

I think this is a crucial turning point in seeing whether 'AI helps or harms' - as porposed by Ērodeja above. It would be interesting to see a framework of skills or competences that could be used to sequence practical learning outcomes as well as theoretical content to this end. 

Likeme (3)

Thank you for your comment, Nick. 

It is interesting to think about the fact that only a few years ago this has not yet been the case. I think AI could become an integral part of teaching and learning, during which individuals master AI skills on the fly in their own context.

How do you see?

Likeme (2)

We are looking forward to this important discussion! 

This topic is particularly relevant both from the perspective of acquiring basic skills in the digital era and from the perspective of artificial intelligence, which is constantly being developed and improved.

Even specialists working in the field of artificial intelligence admit that it is not easy to keep up with the latest developments.

Likeme (4)

Thank you kindly for your comment. 

Indeed, the pace poses a challenge to individuals (trainers and learners as well), and it may impact organisations even more, let alone the policy level. Nevertheless, I do hope you found the livestream interesting. Innovative approaches like iRead4Skills reading tool could make AI adoption more efficient.

Likeme (2)