How would you adapt one lesson for students with different learning needs? Could AI help you prepare materials — and how would you check the result?
These are useful questions to take into an Erasmus+ job-shadowing programme.
Digital transformation is one of the Erasmus+ priorities, and the Programme Guide explicitly recognises challenges such as AI and disinformation. This makes the thoughtful use of AI a relevant focus for professional learning.
For teachers and school leaders, our recommendation is to start with a classroom challenge and explore how colleagues approach it in practice.
Start with a clear learning goal
“Learning about AI” is a broad ambition. A specific question gives your visit a clearer purpose.
You might want to explore how teachers adapt reading materials, prepare practice activities or help students evaluate AI-generated answers.
Share your goals with the host before the visit. Agree which lessons, preparation sessions and staff discussions could help you investigate them. Some of the most useful practices may happen before or after the lesson.
- How do teachers use AI when preparing lessons?
Ask your host to walk you through an example, from the initial request to the final classroom material.
What did the teacher ask the tool to produce? What needed correcting? How much editing was required before the material was suitable for students?
- How are materials adapted for different learners?
One possible observation focus is how teachers use AI to draft different versions of a text, provide vocabulary support or suggest additional practice.
Pay attention to what stays the same across the versions. Are students still working towards the intended learning goal? Has a simpler explanation preserved the meaning?
- What role does AI play in feedback?
If your host uses AI to help draft feedback, explore how the teacher reviews it before students receive it.
Is the feedback specific and accurate? Does it explain what the student can improve? How does the teacher check that the student understands the advice?
- How do students learn to question AI-generated content?
Source checking can be a valuable focus for classroom observation.
Look for activities in which students compare an AI-generated answer with reliable sources, verify whether a cited reference exists, or explain why an answer is misleading.
Ask how teachers make students’ reasoning visible. Can students explain what they checked, what they changed and why?
You might also discuss how students acknowledge their use of AI in submitted work.
- What school rules support responsible use?
Classroom practice needs a clear school context.
The European Commission’s guidance on AI and data in education provides a useful reference for these discussions.
Bring home one practice you can test.
Before returning, choose one approach to adapt with your colleagues.
Define what you want to improve, what resources you need and how you will evaluate the result. A small, carefully reviewed classroom trial can provide a practical starting point for sharing what you learned.
Planning your job shadowing in Hungary?
Tell Arbor Talent about your school, the subjects you teach and the questions you want to explore.
We can help explore suitable host organisations and coordinate a programme around agreed learning objectives, alongside accommodation, local transport and cultural activities.
The activities available will depend on the host’s practice and availability, so agreeing the focus in advance is an important part of planning.
Let’s discuss your learning goals