The AI Act and the future of STEM education in Europe

Rethinking pedagogy, assessment, and teacher agency

Bibliographic Data

ID22163970
AuthorsKonstantinos T Kotsis (0000-0003-1548-0134, University of Ioannina), K Kotsis (University of Ioannina), Georgios Stylos (0000-0001-8036-8427, University of Ioannina)
Year2026
Volume11
Publication date2026-07-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1845045
OpenAlexW7167088878
LanguageEN
References cited26

Generative artificial intelligence (AI) is swiftly transforming STEM education, presenting pedagogical, ethical, and regulatory challenges. The Artificial Intelligence Act, a comprehensive legislative framework emphasizing transparency, accountability, and human oversight, is implemented throughout Europe. This paper analyzes the necessity of re-evaluating STEM education in light of the convergence between generative AI and the AI Act. The paper posits that, grounded in pedagogy, evaluation, and teacher agency, AI functions as an epistemic actor that actively participates in the generation and validation of knowledge. In AI-dominant environments, conventional instructional and evaluation frameworks are inadequate and necessitate new process-oriented, authentic, and ethical methodologies. It also underscores the increasing importance of teachers as mediators of technological and regulatory forces. The interplay among policy, practice, and professional agency is illustrated using a conceptual framework. The paper concludes with implications for educators, teacher training, and policy, contributing to the discourse on European STEM education

Generative grammar · Intelligence analysis · Legislature · Regulatory agency · Artificial Intelligence in Education · Digital Education and Society · Teaching and Learning Programming

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