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In a European context marked by educational digitalisation and the growing debate around integrating Generative Artificial Intelligence (GenAI) into classrooms, the adoption of these tools raises questions about the risk of deepening inequality gaps between students and Member States. This could translate into structural disparities for those that fail to implement AI in an equitable, inclusive, and effective manner.
In this context, Ayuda en Acción has presented "AI in Vocational Training: Opportunities and Risks", a pioneering study in an EU Member State highlighting how this technology may widen existing inequalities, in line with concerns raised in the proposed EU AI Act, which identifies education as a high-risk area. The research, developed in collaboration with the Spanish National Research Council (CSIC) —Spain’s main public research body— indicates that unsupervised use of GenAI could weaken critical thinking, increase student demotivation, and exacerbate educational inequalities.
According to the study, 90% of Vocational Training (VT) students in Spain have used tools like ChatGPT at least once, although only 43% use them regularly. This widespread use is transforming educational processes, as employing AI to automate tasks threatens to weaken deep learning and critical thinking.
"AI must serve the people. If we fail to equip teachers and students across Europe to understand how artificial intelligence works and its implications for learning, we risk reproducing inequalities, generating technological dependence, and increasing educational gaps, even between Member States", stated Matías Figueroa, Head of the Europe and Knowledge Programme at Ayuda en Acción. This warning is vital in a context where transformation is imminent; in fact, teachers in Estonia are already being trained in the use of AI chatbots to prepare a new generation for the use of technology.
Educational inequalities and digital divides
The main concern regarding AI in education centres on the intensification of inequalities. GenAI systems can reproduce and amplify existing biases, yielding results based on unfair patterns.
Amid this trend, the study warns that Spanish students tend to credulously accept the information generated by AI without questioning it. This lack of skills in verifying and evaluating information is crucial, as inappropriate use of the technology can intensify polarisation between students with differing academic performances. Therefore, reinforcing the digital competencies of both students and teachers is essential.
AI use among teachers
Despite European advances in promoting responsible use of artificial intelligence in education, reflected in the European Commission’s Ethical Guidelines for Educators on the use of AI, the reality in Vocational Training classrooms presents significant challenges. Approximately 60% of surveyed VT teachers report having used ChatGPT or similar tools, primarily to prepare subject content and exam questions, although only a quarter of this group uses AI frequently.
Regarding training, 80% consider it quite or very necessary for their students to learn how to use AI, and similarly, 81% believe that teachers must also receive training on its use.
Urgent need for an educational model based on digital cooperation
Based on the interviews, the report also acknowledges the potential and opportunities that AI can generate, provided there is a shift toward tools that enhance the educational system, promote student and teacher well-being, and foster inclusion.
Furthermore, it stresses the need to keep a human-centred approach, incorporating the responsible use of AI into the European digital education agenda. This approach is necessary to reduce inequalities in access to knowledge, foster cultural diversity, broaden training opportunities, and prevent competitive disadvantages among Member States.
