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AI and AE: Aristotelian Virtue Ethics at the Core of the Ethical Use of Artificial Intelligence in Lower Secondary Education
(2025-12-12) Bakali, Olympia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The rapid integration of Artificial Intelligence (AI) into education constitutes not merely a technological development but a profound anthropological and pedagogical transformation reshaping learners’ relationships with knowledge, truth, judgment, agency and community. Although contemporary institutional frameworks (AI Act, EU Guidelines, National Documents) emphasize risk mitigation, human oversight, fundamental rights, they largely remaining external to ethical formation in lived school practice. This study addresses a clear scientific gap: the absence of a coherent pedagogical model capable of foregrounding how AI ethics is understood and explicitly enacted in classrooms. It is, thus, situated within the genre of conceptual research as it advances theory through normative reasoning, philosophical analysis and interpretative engagement with institutional and educational discourse rather than empirical investigation. The main aim of the study is to propose a reflective, virtue-based pedagogical and philosophical model for AI Ethics Education in secondary education that integrates critical understanding of AI into the core of the educational process addressing AI ethical dilemmas and supporting the holistic development of the school community. It seeks to: a. synthesize Aristotelian virtue ethics with contemporary AI ethics discourse and pedagogical theory, b. propose the in situ co-creation of an Internal School Code of Digital Ethics (ISCDE) as a humanistic guide for cultivating Digital Phronēsis-Prudence, c. elucidate the Code’s pedagogical logic as a tool for responsible AI use, teacher professional empowerment and collective ethical culture formation. The model integrates Aristotelian virtue ethics -mesotēs, hexis proairetikē and phronēsis- (virtue as mean, habituation by deliberative choice, practical prudence) drawing on Aristotle’s Nicomachean Ethics (NE). This foundation is extended through Techno-moral virtues theory, Critical Pedagogy, Multiple Intelligences, Social Constructivism, Holistic Learning and the methodological use of Critical Discourse Analysis and Thematic Analysis. Two school textbooks -the Anthology of Philosophical Texts and Euripides’ Helen serve as pedagogical anchors. The above Aristotelian theory alongside the ontological dilemma of εἶναι–φαίνεσθαι (being-appearing) in Helen is reinterpreted in relation to AI verisimilitude, demonstrating the central role of humanities subjects in cultivating ethical judgment within digital education. Methodologically, the model follows a three-phase conceptual process: Critical Discourse Analysis of official AI texts by teachers as institutional moral literacy; thematic synthesis of values re-signified as virtues; classroom “scenarios” enabling experiential AI habituation. Institutional values are transformed into digital virtues articulated as means between AI deficiency and excess and embodied in the ISCDE, a co-created ongoing pedagogical artifact. An example is given on Digital Liberality, where prompt sharing and attribution practices shift AI use toward communal epistemic contribution. Expected outcomes are multilevel: students cultivate Digital Prudence, moral judgment, balanced AI use and critical agency; teachers develop institutional literacy and professional confidence; schools foster a shared ethical culture of AI governance. Policy recommendations to the Institute of Educational Policy involves advocating the institutionalization of AI Ethics Education as a cross-curricular priority, the integration of Aristotelian ethics and humanities-based reflection into curricula and the strengthening of teacher institutional literacy. The originality of the study lies in defining Digital Phronēsis as a new educational competence for human-centered education in the AI era.
AI as a Tool for Inclusion: Supporting Differentiated Learning in Foreign Language Classrooms
(2025-12-12) Birbili, Maria K.; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Heterogeneity of learners, existing social inequalities and divergent learning requirements affect how foreign languages are taught in modern education systems. In most situations, such as the Greek system of education, language achievement gaps are strongly interconnected with socioeconomic status and a possibility of additional out-of-school education. Differentiated instruction within this context can be described as a pedagogical reaction that tries to deal with the differences in the abilities, styles of learning and educational backgrounds of learners. The recent developments in the sphere of Artificial Intelligence (AI) provide new opportunities to facilitate differentiated learning in the field of foreign language teaching. AI-driven technologies help to support individual learning process, adaptive feedback and flexible learning systems, which react to individual learner profiles. The adaptive learning platforms, conversational agents, and learning analytics can be used to promote learner engagement, autonomy, and language development at the same time and help teachers to track progress and modify instructions. The introduction of AI to language education attracts critical issues, despite the advantages. The challenges of data privacy and ethics of use, digital divide, and unequal access to technological opportunities might be exploitative of the current inequalities in education unless mitigated by knowledgeable pedagogical planning and policy improvements. This paper will discuss the possibilities of Artificial Intelligence as an educational support system to support differentiated learning in foreign language education, both its pedagogical worth and its shortcomings in inclusive and equitable education systems.
AI into Foreign Language Learning: Pathways to Innovation and the Challenge of Integrity
(2025-12-12) Kotsoni, Elissavet; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Artificial intelligence (AI) is reshaping the landscape of foreign language education, offering new pathways for learner engagement, instructional innovation, and teacher development. This presentation synthesizes recent empirical and review studies on the integration of generative AI tools, particularly ChatGPT, into foreign language learning and teacher education. Findings demonstrate that AI-mediated instruction enhances language achievement, supports self-regulated learning, and fosters learner motivation through personalized feedback and authentic conversational practice. Systematic reviews further reveal that AI is increasingly embedded in teacher training programs, prompting both pedagogical opportunities and critical discussions around ethics, assessment, and professional preparedness. In addition, teaching on computer-assisted language learning (CALL) highlights AI’s role in customizing instruction and expanding access to language resources. On the contrary, the systematic unwise exploitation of AI raising questions when it comes to ethics and the creation of a lazy generation. Recapitulating, these findings reveal that AI has significant promise in store for advancing foreign language learning and teaching, though challenges remain in ensuring equitable access, maintaining academic integrity, and preparing educators to critically integrate AI into their syllabus. This synthesis contributes to emerging debates about the future of language education in an era of smart technology.
AI-Based Concept Development in Design Education: A Case Study of Interior Architectural Applications
(2025-12-12) Kertemelidou, Paraskevi; Manavis, Athanasios; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- Design education has traditionally emphasized creative design courses that focus on concept development for projects involving architecture, interior spaces, products, and visual communication. These courses employ a range of analytical and creative tools—such as mind maps, mood boards, sketches, models and prototypes—to support the generation of design ideas. In this context, instructors play a pivotal role in fostering the conditions necessary for students to develop original and conceptually grounded design solutions with potential real-world applicability. The aforementioned design methodologies rely on diverse data inputs, including text, imagery, sketches, and material samples, which are synthesized to produce two- and three-dimensional design representations (2D and 3D). Recent advancements in artificial intelligence (AI) enable the processing of such specific data, facilitating the generation of high-fidelity digital representations across various design domains. This study proposes an educational methodology that integrates traditional concept development tools with AI-based processes, aiming to enhance creativity, documentation, and visualization in design education. The paper concludes by presenting applications of the proposed approach within the field of interior architecture.
AI-Enhanced Digital Storytelling in Latin Teaching
(2025-12-12) Kalonikidou, Anastasia-Kallirroi; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Artificial Intelligence is increasingly influencing various domains of human activity, including education, resulting in significant transformations and marking a new era in learning. This paper presents the first systematic effort to employ Artificial Intelligence as a tool for developing digital stories within the context of high school Latin instruction. In this study, 50 digital stories were created using prescribed Latin texts from the official textbooks of the 2nd and 3rd grades of the Greek Lyceum (Upper Secondary Education), with the objective of demonstrating the pedagogical value of this approach. The methodology involved the use of the Artificial Intelligence tool DALL·E, developed by OpenAI, to generate visual materials, and PowerPoint to assemble the final digital stories. While this teaching proposal remains in its initial phase, the findings indicate that integrating digital storytelling with Artificial Intelligence in Latin instruction may bridge traditional teaching methods and contemporary educational requirements. Adopting such a multimodal approach can make the course more engaging, inclusive, interdisciplinary, interactive, and student-centered, thereby enhancing students’ active participation and cultivating skills aligned with current educational standards.
AI4LessonDesign: A MOOC for Instructional Design in Foreign Language Education
(2025-12-12) Maravelaki , Sofronia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – The rapid development of Artificial Intelligence (AI) and its integration into educational practice create both new challenges and significant opportunities for teachers’ professional development. This paper presents a Massive Open Online Course (MOOC) focusing on instructional design in foreign language education through the use of Generative AI tools. The development of the MOOC is grounded in research data that explored the attitudes and perceptions of Greek teachers regarding the use of AI tools in instructional design, as well as their training needs in this specific field. The research findings indicated that, although teachers demonstrate a highly positive attitude toward AI and acknowledge its benefits for personalized learning, time efficiency, and the creation of rich learning materials, the frequency of their actual use of AI tools remains low to moderate. Furthermore, the analysis of self-assessment data suggests that teachers express a strong need for further support in understanding and applying the principles of instructional design. Although several participants had attended general MOOCs related to AI, the majority expressed strong interest and a positive intention to participate in a future, targeted professional development program. In addition, the research highlighted teachers’ needs for practical guidance, pedagogical integration, and a deeper understanding of the ethical dimensions of AI use in educational practice. Based on these findings, the development of a MOOC exclusively oriented toward instructional design through the use of Generative AI tools was considered necessary, in order to address the identified training gaps and bridge the divide between teachers’ positive attitudes toward AI and its meaningful pedagogical application in the classroom. The MOOC was designed to support foreign language teachers at all educational levels in strengthening their instructional design skills, familiarizing themselves with digital tools, and integrating AI across all stages of teaching — from lesson planning to the development of learning scenarios, worksheets, and instructional activities. The MOOC is structured into thematic modules covering lesson planning, formulation of learning objectives, development of lesson plans and learning scenarios, construction of worksheets, and the practical use of generative AI tools such as ChatGPT, MagicSchool, Diffit, Twee, Chalkie, and Curipod. The course content is enriched with interactive activities, quizzes, discussion fora, assessment rubrics, and visualized material, while the final assignment is based on the application of AI tools in an authentic teaching context. The instructional design methodology of the MOOC is grounded in the principles of blended learning, active participation, and self-regulated professional development, with AI functioning as a collaborative partner for teachers in instructional planning and pedagogical innovation. This paper highlights the role of AI as a tool for pedagogical design and professional empowerment of foreign language teachers. By linking research findings with practical implementation, the MOOC serves as a model of professional development intervention that promotes the development of instructional design competencies, pedagogically grounded use of AI, and critical understanding of its possibilities and limitations. The proposed model may also be adapted to other subject areas, contributing to the development of a culture of innovation and responsible AI use in education.
Algorithmic Harmony as an Art Form: Artificial Intelligence as a Creative and Ethical Collaborator in Music Education
(2025-12-12) Markea, Georgia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The interplay between human creativity and machine intelligence in music education is no longer a futuristic concept but a defining feature of contemporary pedagogical practice. Once primarily associated with data processing, Artificial Intelligence (AI) is now entering the domain of artistic creation, assuming an increasingly active role within music education. In today’s digital classroom, music educators are called to prepare learners to interact creatively with intelligent systems, to make informed use of their capabilities, and to consider the ethical implications of their integration. This paper explores how AI can serve as a co-creative partner in music education, supporting students’ artistic expression, cognitive development, and social engagement. Evidence from international initiatives—such as Artificial Intelligence for and by Teachers (AI4T) and Magenta Music—suggests that AI integration fosters creativity, self-regulation, and collaborative learning, while simultaneously advancing digital, musical, and artistic literacies. Classroom-based examples further demonstrate that tools like algorithmic composition, sound analysis and synthesis, and adaptive environments responsive to learners' musical profiles enable new forms of experiential, personalized learning. In these contexts, students are not passive recipients of musical rules but active participants in a dialogic process with algorithmic systems—experimenting, shaping, evaluating, and reimagining musical structures. At the pedagogical level, AI enhances learners’ analytical reasoning, creative exploration, and capacity for reflection. Yet the role of the educator remains essential. Intelligent feedback and learning analytics allow teachers to identify patterns, differentiate instruction, and guide intentional artistic growth. Such developments also raise important ethical and pedagogical questions: Who holds authorship when creative work emerges through human–machine collaboration? How are intellectual property, student data, and creative ownership protected? How can educators recognize and address algorithmic biases that may reinforce dominant aesthetic norms? The paper proposes a framework for ethically grounded music technology, positioning the educator as a mediator between innovation and educational values. Rather than viewing AI as a threat or an end in itself, this approach treats it as an opportunity for critical engagement and pedagogical enrichment. AI in music education does not displace the educator—it amplifies the possibilities of human creativity. It invites learners to encounter music not only as an expressive art but also as a mathematical, cognitive, and emotional experience. Within this envisioned paradigm, algorithms and human agency form a dynamic partnership. The educator becomes a curator of meaning, helping students navigate aesthetics, truth, and ethical awareness in a digital soundscape. In this light, AI does not eclipse the soul of music—it illuminates it, offering new creative pathways when placed in service of education and humanity.
Analysis and Implementation of the UNESCO AI Competency Framework: A Case Study of a Multimodal Teacher Training Program
(2025-12-12) Kokkonis, Georgios; Ioannis Dourvas, Ioannis; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract— The UNESCO AI Competency Framework for Teachers (2024) defines five competency areas (Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, AI for professional development) across three progression levels (Acquire-Deepen-Create). Despite its recognition as a global standard, AI competency frameworks for teachers remain rare globally (only seven countries by 2022), while documented implementation models of the UNESCO framework are absent. Key challenges include translating theoretical descriptions into concrete educational activities, integrating multiple educational theories without cognitive overload, and ensuring progressive competency development. This work analyzes these challenges and presents an implementation case study through a design-based research approach. The research question explores how the UNESCO framework can be translated into a functional educational program that integrates educational theory without cognitive burden. Through an iterative design process spanning 7 + 2 cycles, a program was developed in two versions (Greek and English) with 110 participants in total. The methodology was based on systematic alignment of each module with the five areas and three levels of the framework, applying TPACK for the holistic approach to technology-pedagogy-content, UDL for accessibility, and Bloom's Taxonomy for cognitive complexity, through an "invisible theory" strategy that embeds pedagogical principles without academic terminology. The implementation analysis reveals specific design decisions for each area: For Human-centred mindset, five transversal pedagogical pillars were developed (critical thinking, ethical use, personalization, collaboration, assessment). For Ethics of AI, a dedicated module was combined with embedded ethical dilemmas presented through audio scenarios featuring virtual educators expressing concerns before expert solutions. For AI foundations, progressive complexity was applied from basic concepts (Acquire) to LLMs and prompt engineering (Deepen) to content creation (Create), with the development of EduPrompt Studio as a tool that implements automatic integration of educational theories into prompt generation. For AI pedagogy, UDL applications and differentiation were incorporated. For Professional development, an ecosystem was created with Teacher Toolbox, forums, and self-reflection. The implementation leveraged multimodal means—AI-generated podcasts with dialogical approach, virtual exhibitions on the ArtSteps platform for visualization of ethical dilemmas, H5P interactive exercises—to support different learning styles. Strategic partnerships with six international platforms (Brisk, Genially, Twee, Redmenta, Eduaide, Almanack) provided premium access (3-12 months) for immediate practical application of professional tools, ensuring the transition from theory to practice. The case study identifies three critical factors for successful implementation: explicit alignment with progression levels in each activity, strategic partnerships for practical tool application, and reusable architecture adaptable to different cultural contexts. The contribution is twofold: an analytical model for implementing the UNESCO framework and design principles for replicability in other educational systems. Future research will investigate effectiveness through systematic evaluation of participants.
Artificial Intelligence (AI) as an Auxiliary Tool in Art: A Contemporary Approach to Ancient Artistic Expression –The Costume of the “Parisienne”
(2025-12-12) Kerefiadou, Ioanna; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - Contemporary art explores new perspectives through the integration of traditional techniques with modern technologies. The relationship between art and technology has shifted from theoretical discussions to dynamic applications in new media, constituting a critical field of academic research. The purpose of this paper is to analyze the process of creating a garment using Artificial Intelligence (AI) as an auxiliary tool. The study is based on the attire of "La Parisienne," the Minoan figure from the fresco of the Palace of Knossos (c. 1350 BC). Since only the upper part of the figure is preserved, the research focuses on the challenge of designing the missing lower part of the garment, combining historical elements of Minoan fashion with digital production. The methodology followed includes all stages from the conceptualization of the idea and the creation of a digital model through AI tools to the final construction of the garment. The results highlight the potential of AI as a supportive medium in the artistic reconstruction of ancient designs. The study concludes that the integration of such digital tools decisively influences the creator's decisions, offering new tools to artistic creation.
Artificial Intelligence and Music in French as a Foreign Language Teaching: A Multimodal Pedagogical Approach
(2025-12-12) Katsochi, Chariklia; Iasonidou, Fostira; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The rapid integration of Artificial Intelligence (AI) into educational contexts has reshaped teaching and learning practices, particularly in foreign language education. This paper explores the pedagogical potential of combining AI technologies with music as a multimodal resource for teaching French as a Foreign Language (FFL), proposing an applied, learner-centred instructional approach grounded in multimodality, creativity, and experiential learning. Drawing on research from cognitive neuroscience and applied linguistics, which highlights the strong interconnection between music and language processing, the study situates music as a powerful facilitator of phonological awareness, memory retention, pronunciation accuracy, and emotional engagement. These effects are further amplified through the use of generative AI tools that enable learners to actively produce, transform, and reinterpret linguistic input across multiple semiotic modes, including text, sound, image, and voice. The paper presents a classroom-based didactic scenario entitled L’auteur des rêves, in which learners collaborate with AI tools to create a coherent multimodal artefact. Specifically, students generate song lyrics in French with the support of large language models, compose music using AI-driven composition tools, design visual narratives through image-generation applications, and integrate synthetic voice technologies for oral narration. This process promotes intersemiotic translation, encouraging learners to move meaningfully between linguistic, musical, and visual representations. From a pedagogical perspective, the approach supports personalised learning pathways, learner autonomy, and active engagement, aligning with communicative and task-based language teaching principles. AI functions not as a substitute for the teacher, but as a cognitive and creative partner that enriches instructional design and enables differentiated learning experiences within limited classroom time. At the same time, the paper emphasises the importance of developing AI literacy, enabling learners to critically evaluate AI-generated outputs, recognise system limitations, and address issues related to authorship, originality, and data ethics. The study also addresses the evolving role of the teacher in AI-enhanced environments, highlighting the need for educators to act as learning designers, facilitators, and ethical mediators. Teacher expertise remains central in setting linguistic objectives, scaffolding learning processes, and fostering reflective and responsible AI use. Overall, this contribution positions AI-supported musical multimodality as an innovative and transferable pedagogical approach for foreign language education. It contributes to current discussions on practical applications of AI in teaching and learning, teacher professional development, and ethical integration of emerging technologies, offering a concrete example of how AI can support creative, inclusive, and human-centred language learning in the 21st century.
Artificial Intelligence as a Creative Learning Partner in STEAM Education
(2025-12-12) Kryzalioti, Eleni; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - In contemporary education, the development of 21st century skills requires innovative learning approaches that combine creativity, problem solving, collaboration, and digital competence. The STEAM framework (Science, Technology, Engineering, Arts, and Mathematics) provides a strong pedagogical foundation for interdisciplinary learning, while Artificial Intelligence (AI) is increasingly emerging as a dynamic learning partner that enhances student engagement, personalization, and creative expression. This paper theoretically examines the role of Artificial Intelligence as a creative collaborator in learning, focusing on how AI tools can support student autonomy, personalized learning pathways, and the development of higher-order cognitive and creative skills. The analysis includes examples of AI applications in educational robotics and STEAM activities, illustrating how students can use technological tools to design, construct, and program innovative projects. Through these activities, learners are encouraged to engage in authentic problem-solving processes, experiment with ideas, and iteratively improve their designs with the support of intelligent systems. In addition, the paper explores teachers’ perceptions of collaboration with AI, emphasizing the pedagogical value of AI-supported learning environments, the potential to enhance creativity, and the ethical and pedagogical challenges that arise from the integration of AI technologies in the classroom. Based on a review of relevant literature and good practices, the paper highlights the advantages of AI as a learning partner, including support for critical thinking, promotion of collaborative learning, facilitation of self-regulated learning, and development of innovation and entrepreneurial skills. At the same time, key challenges are identified, such as the need for systematic teacher training in AI tools, the management of technical and infrastructural limitations, and increased sensitivity to ethical issues related to data privacy, transparency, and algorithmic bias. Finally, conclusions and recommendations are presented for the optimal integration of Artificial Intelligence in STEAM programs. The study emphasizes that AI should be viewed as a learning partner rather than a replacement for the teacher, with the aim of fostering creativity, innovation, and essential 21st century skills among students. Overall, the paper argues that Artificial Intelligence can function as a powerful tool for strengthening pedagogical practice and expanding the possibilities for teaching and learning in the digital era.
Artificial intelligence as a factor in the transformation of teaching and democratic education in higher education: an empirical approach
(2025-12-12) Karamanoli, Eleni; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- In the 21st century, artificial intelligence (AI) has emerged as one of the most decisive factors of social and political change. Its applications affect every aspect of daily life, from the economy and education to public administration and politics. The spread of AI systems creates opportunities, but also challenges for democracy. Universities, as fundamental institutions of education and socialization, can play a decisive role in strengthening democracy and active citizenship by promoting knowledge in the field of artificial intelligence. Therefore, understanding its operating principles, potential, and risks is a necessary prerequisite for participation in a modern democracy. Through interdisciplinary study programs, universities can shape students who combine technical skills with ethical awareness and social sensitivity. In this way, they contribute to the development of citizens who are able to critically evaluate technological developments, defend transparency and justice, and actively participate in shaping a democratic digital society by becoming responsible, informed, and democratic citizens. By training future teachers to question, evaluate the validity, accuracy, and reliability of information, we can help them improve the skills they will ultimately need to become active citizens, capable of understanding the social, political, and ethical dimensions of technology. This study was conducted during the 2024-2025 academic year in the teaching methodology course at ASPETE Thessaloniki with 20 prospective teachers. The research tool was the interview. The interview was semi-structured, as this allows for flexibility in its conduct. The interview research tool was based on key axes that served as its guide. The questions that structured this guide were the questionnaire with open questions, so as not to limit the interviewees. The transcribed interviews constituted the research material. The results of the research showed that artificial intelligence redefines the limits of human activity and raises important questions about the future of democracy. Teaching and research can make a real difference in strengthening democracy and active citizenship. The new generation of scientists and citizens has the chance to use technology as a tool for progress and social justice, really serving the principles of democracy. In conclusion, by adopting educational approaches that promote cooperation, dialogue, and critical thinking, they can make a decisive contribution to shaping a generation of active and responsible citizens capable of using technology for the common good.
Artificial Intelligence as a Tool for Equity: Addressing Diverse Learning Profiles in Primary Classrooms
(2025-12-12) Rapti, Christina; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – The growing presence of Artificial Intelligence (AI) in education creates new pathways that contribute to inclusion and equity in the learning spaces of today’s globalised and diversified world. By supporting personalized learning, multimodal engagement practices and responsive feedback, AI can function supportively in bridging achievement gaps and empowering all learners to participate meaningfully in the learning process. This paper aims to explore the way AI-driven instructional practices can mitigate varied learning profiles within the context of English as a Foreign Language (EFL) education in primary schools. The present study is based on classroom experiences from a sixth-grade English class in Northern Greece, characterized by students mixed competence levels ranging from those with dyslexia and those with autism spectrum characteristics. To ensure accessibility and active engagement for every learner, teaching practices incorporated AI-based applications, interactive digital resources and cooperative tasks. Therefore, instruction was not uniform but differentiated. To this end, AI-enhanced platforms were employed into lessons in an attempt to facilitate reading comprehension, improving students’ writing fluency and creative expression of ideas through multiple modes- visual, auditory and written. Such technologies offered immediate feedback, language assistance and alternate modes of representation – such as visual and auditory adjustments – that benefitted neurotypical and neurodiverse students alike. Dyslexic students benefitted from speech-enabled technologies and multimodal feedback whereas autism spectrum learners displayed improvement in focus and engagement through AI-mediated activities. More advanced learners integrated AI to expand their vocabulary repertoire and engage in creative text production. Qualitative evidence from classroom observations revealed an increase in engagement, confidence and task persistence, particularly among students who had previously struggled to participate actively. Implications of this practice-orientated research are discussed in connection with recent research on AI-supported inclusion and personalized learning (Holmes et al.,2023; Kohnke & Zou, 2022; Firat, 2023; UNESCO, 2022). Findings pinpoint the significance of teachers’ pedagogical judgment, ethical awareness and adaptability skills when introducing AI into daily school practice. Indeed, while AI technologies may seem promising as far as access and engagement are concerned, equity is achieved only when moderated by a well-informed inclusive design. The paper concludes that if properly and ethically combined, AI is equipped with the potential to function as an agent of educational inclusion. Through adjusting feedback, multimodal learning pathways and utilization of differentiation practices and strategies, AI can enable students with varying learning profiles to access the curriculum on equal terms. The study also highlights the necessity of teacher training, ethical guidance, and supportive school policies in an attempt to ensure responsible use of AI.
Artificial Intelligence as a Transformative Factor of the Educational Role: Training and Professional Development in the Digital Age
(2025-12-12) Zotou , Evaggelia (Elina); Kaltsouni, Paraskevi; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- The rapid evolution of Artificial Intelligence (AI) and digital technologies is radically redefining the educational landscape, changing not only learning processes but also the very role of the teacher. In this new environment, the training and professional development of educators are becoming critical factors for the effective and responsible utilization of AI's potential in teaching and learning. The transition from conventional to technology-enhanced pedagogical practice requires teachers to possess not only digital skills, but also a critical, ethical, and pedagogical background for using AI systems. Teacher training in AI cannot be limited to technical instruction; it must be integrated into a broader framework of professional learning that enhances their reflective and research capacity. Through structured continuing education programs, teachers need to understand how algorithmic systems work, recognize their limitations and biases, and integrate them into their teaching practice in a pedagogically substantiated manner. Furthermore, cultivating critical AI literacy is essential for educators to act as conscious mediators between technology and students, protecting rights, privacy, and equitable access to learning for all. Professional development in the field of AI is further strengthened through the creation of communities of practice, the exchange of experiences, and collaboration with the research community. Cooperation among educators, researchers, and educational bodies can lead to the development of innovative pedagogical approaches and the formation of a school that promotes creativity, adaptability, and ethical consciousness. Training, therefore, Training, therefore, is not merely a tool for technological adjustment, but a lever for transforming the teacher's professional role into an active, responsible, and socially conscious professional of the digital age. Overall, the need for a pedagogical and ethically grounded approach to AI in education is highlighted, where the educator is not a passive user of technology, but a central factor in shaping a sustainable, human, and fair digital future.
Artificial Intelligence in Education: Early Identification of Learning and Neurodevelopmental Difficulties and Pedagogical Implications
(2025-12-12) Papamargaritis, Apostolos; Kolokotroni, Maria; Zafeiri, Lida; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- Artificial Intelligence (AI) represents a significant technological advancement with the potential to transform educational practices, particularly in the early identification of learning and developmental difficulties. Early detection of these challenges can prevent academic failure, reduce emotional distress, and promote inclusive classrooms by enabling timely and targeted interventions. This paper examines the role of AI in supporting early screening and identification of learning and neurodevelopmental difficulties within school settings. Drawing upon recent international research and contemporary AI-based applications, this study investigates how machine learning algorithms, data-driven models, and digital assessment tools facilitate the detection of difficulties such as dyslexia, dysgraphia, dyscalculia, attention deficit hyperactivity disorder (ADHD), and working memory impairments. The analysis places particular emphasis on AI technologies employed for handwriting analysis, speech and language processing, mathematical skill assessment, attention monitoring, and cognitive modeling. The paper further explores the pedagogical benefits of employing AI for early detection, including the development of personalized learning pathways, provision of continuous and objective assessments, and enhancement of student engagement. Additionally, it addresses the challenges and ethical considerations associated with AI in education, such as data privacy, algorithmic bias, transparency, and overreliance on automated systems. The paper emphasizes the critical role of educators in the responsible use of AI, asserting that AI should augment rather than replace professional judgment. The study concludes that, when implemented thoughtfully and ethically, AI can contribute to a more equitable, inclusive, and supportive educational environment.
Artificial Intelligence in Education: Educational Justice and the Public Interest
(2025-12-12) Vantzos , Christos; Strati-Vantzou , Alexandra; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - The rapid integration of Artificial Intelligence (AI) into education is reshaping teaching and learning processes worldwide, introducing unprecedented opportunities alongside significant ethical and social challenges. This paper examines AI in education through the dual lens of Educational Justice and the Public Interest. Drawing on a systematic review of scholarly literature and key institutional and regulatory documents, it explores how AI can enhance equity through personalized learning, data-driven support, and expanded access to educational resources, while also identifying risks such as algorithmic bias, digital inequality, opacity, and threats to privacy. The study further analyzes normative principles that should guide AI adoption in educational systems, emphasizing data protection, accountability, transparency, human oversight, and pedagogical autonomy. Finally, it investigates how AI transforms the professional role of teachers, arguing that AI should function as an assistive tool rather than a replacement for human judgment. The paper concludes that AI can contribute to a more just and inclusive educational system only if embedded within a robust ethical and regulatory framework that prioritizes human rights, democratic values, and the public interest.
Artificial Intelligence in Education: Ethical Issues, Legal Gaps, and the Need for Theological Grounding
(2025-12-12) Protopappas, Loucas; Eletheuriadou, Pelagia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The integration of Artificial Intelligence (AI) into education constitutes a necessary evolution; however, it is accompanied by serious ethical, legal, and pedagogical challenges that remain insufficiently addressed. This critique is not directed against technology itself, but against the normatively unprotected delegation of ethically charged decisions to algorithmic systems. This study examines three critical dimensions of this phenomenon: (a) empirical findings from international research documenting algorithmic biases and malfunctions in school assessment, (b) gaps in the Greek and European legal frameworks, particularly following the withdrawal of the AI Liability Directive, and (c) the theological foundation that recognizes human dignity as non-negotiable. Through a secondary analysis of research by Ferhataj et al. (2025), Zhu et al. (2025), and Karakuş et al. (2025), combined with a critical examination of Law 4961/2022 and the AI Act (2024), it is demonstrated that AI, while a powerful tool, cannot and should not function as the final arbiter of human progress. The innovation of this study lies in the combined analysis of empirical data, regulatory law, and theological anthropology, proposing a multi-level framework for the ethical accountability of AI in education. It concludes with clear recommendations for incorporating ethical and theological principles into the design and implementation of AI systems in the educational sphere.
Artificial Intelligence–Based Escape Room: Enhancing Engagement and Learning in Education
(2025-12-12) Michailidou , Christina; Grammatikopoulou , Archontia; Boutskou , Lemonia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Play, collaboration, and technology can significantly enhance learning when they are meaningfully combined. In particular, Artificial Intelligence (AI) can support innovative teaching approaches when it is used creatively. This study presents the design and implementation of a digital educational escape room created with Genially, aiming to promote student participation, inquiry, and collaborative problem-solving. AI was used as a supportive creative tool in developing the scenario, narrative, and tasks of the escape room. Student engagement was encouraged through an approach that combines learning with elements of entertainment and allows active involvement of all learners (Fotaris, Mastoras & Lameras, 2023). The escape room focused on teaching trigonometry, with emphasis on the law of sines, the law of cosines, and the calculation of the area of a triangle using the sine function. It was designed as a revision activity in which students solved a sequence of interconnected puzzles embedded in a narrative storyline. AI contributed to the creation of the scenario, the formulation of mathematical problems, and the linguistic design of instructions and game elements (Rodríguez-Rivera et al., 2025). In this sense, AI functioned as a “creative partner” during the design phase, supporting imagination and coherence in the learning scenario. The pedagogical approach was grounded in experiential learning, gamification, and collaborative inquiry. Students worked in groups, exchanging ideas and strategies to solve mathematical challenges that required conceptual understanding, trigonometric calculations, and critical thinking. Group work increased participation among students of different performance levels and supported an inclusive learning environment (Gómez Niño et al., 2024). Initial findings showed that the escape room enhanced student engagement, interest in mathematics, and understanding of key trigonometric concepts. Students reported that they felt they “learned through practice,” while the teacher observed stronger collaboration and improved problem-solving skills. These results suggest that AI can act as a valuable ally for teachers in designing and implementing experiential learning activities, enriching creativity, differentiation, and student participation in secondary mathematics education.
Artificial Intelligence-Enhanced Literature Teaching: A Didactic Intervention Based on C. P. Cavafy’s “Ithaca”
(2025-12-12) Kolitsi, Filothei; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—This paper presents a fully developed, AI‑enhanced teaching scenario for upper secondary literature education centered on the poem “Ithaca”. The instructional design combines close reading, comparative interpretation, collaborative inquiry, and multimodal creative production supported by AI tools. The aim is to connect poetic meaning with students’ lived experience while cultivating critical, digital, and multimodal literacies. The scenario is structured as a two‑hour intervention implemented in a computer lab and based on a flipped classroom model. Students engage with the poem and three “Cavafyesque” texts prior to class and then participate in a sequence of guided in‑class activities including audiovisual stimulus, word‑cloud elicitation, expressive listening, personal response writing, comparative thematic and stylistic analysis, AI‑based visualization, AI‑assisted music generation, and reflective self‑assessment. AI tools are positioned as creative and analytical instruments rather than answer engines, and all generated outputs must be interpretively justified by learners. The teacher acts as facilitator and coordinator, supporting dialogue, collaboration, and critical reflection. The design also incorporates comparison between human‑authored and AI‑generated literary texts in order to strengthen students’ awareness of style, authorship, and textual quality. The paper details the pedagogical framework, learning objectives, instructional phases, assessment strategy, and classroom management model. It argues that AI‑supported multimodal pedagogy can deepen poetry engagement when grounded in interpretive practice, collaborative meaning‑making, and reflective evaluation.
Assessing Farmers' Readiness for AI: Implications for Agricultural Education in Imathia Prefecture, Greece
(2025-12-12) Gianneli , Evangelia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - The rapid development of Artificial Intelligence (AI)1 and digital technologies is transforming the way education is designed, delivered, and evaluated in all sectors, including agriculture. The use of innovative AI tools, such as adaptive learning environments, learning analytics systems, and virtual teaching assistants, offers new opportunities for the personalized and continuous training of professionals in the primary sector. This paper explores the level of digital readiness and the prospects for integrating these technologies into agricultural education and presents the case of the prefecture of Imathia as an example of a region with significant challenges but also emerging opportunities. The analysis focuses on assessing the "digital divide" and identifying the current educational needs of producers in Imathia which concern their training in innovative farming practices, sustainable forms of resource management, and the effective use of digital technologies. The integration of IT tools, blended learning, and educational programs that combine theory and practice offers producers the opportunity to develop skills to adapt to technological, economic, and environmental developments in the agricultural sector. This research highlights the urgent need to design targeted educational interventions so that the integration of IT contributes not only to improving productivity but also to creating a culture of lifelong learning and innovation. The example of Imathia highlights the value of educational actions that link technological progress with the social and professional empowerment of farmers, offering a model that could be replicated in other regions of Greece.

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