Education Ministry Presents 'KI Kompass' for Responsible Use of AI in Schools

On Monday 6 October 2025, Luxembourg's Ministry of Education, Children and Youth presented "KI Kompass" (AI Compass), a proposed strategic framework for the use of artificial intelligence (AI) in schools.

The ministry noted that it has been investing for several years in the development of digital skills in schools, introducing coding courses in primary education and digital sciences courses in secondary education. It has also launched awareness-raising campaigns on the risks associated with excessive screen use as part of the "Screen-Life-Balance" campaign.

According to the ministry, AI has become an essential element of society - and thus also of the education system. Its rapid evolution creates opportunities, but also major challenges. AI, particularly generative AI, calls for a distinction between human-specific capabilities and those of machines, and requires a clear and structured response from the education system.

To address this challenge, the ministry has developed the "KI Kompass". The framework is accompanied by a platform for teachers, school administrators and students. This portal offers secure and free access to AI tools validated and made available by the ministry for school use.

During the "KI Kompass" presentation on Monday, Luxembourg's Minister of Education, Children and Youth, Claude Meisch, emphasised: "AI is a reality in our schools, but it poses challenges on several levels. The KI Kompass will provide valuable guidance to demonstrate how AI can improve education. But to prepare young people for the challenges of today's world, we must first develop students' human skills, before they learn to understand and subsequently use AI."

The ministry noted that AI represents opportunities for schools, such as helping teachers better support students in their learning. By supporting teachers in lesson preparation, AI may free up time to focus directly on students. AI also allows them to access additional resources that they can dedicate to differentiating instruction to better meet the needs of each student.

At the same time, AI presents risks, notably cognitive outsourcing: if students become accustomed to delegating research, writing or problem-solving to machines too quickly, their own skills risk atrophying. Furthermore, AI risks reducing students' critical thinking and exposing them to errors or misinformation, while posing major data protection challenges.

Faced with these challenges, the ministry argued that schools must both preserve fundamental human skills (reading, critical thinking, cooperation, social and emotional intelligence) and train students capable of using AI with discernment, critical thinking and mastery of AI systems.

To enable schools to fulfil this mission, the strategic framework follows the "humans before AI" principle. It provides for the gradual integration of AI into teaching based on the students' age and digital maturity.

The ministry highlighted a three-tiered approach. Students must first learn to think for themselves, then to understand AI and finally to use AI responsibly, critically and creatively. The strategic framework provides for the gradual integration of AI into teaching based on the age and digital maturity of students:

• Learning without AI: in primary education, the focus remains on the development of fundamental human skills, such as reading, writing, arithmetic, oral expression, social cooperation, curiosity and independent learning. AI will not directly contribute to learning at this stage;
• Learning about AI: in the lower grades of secondary education (notably in the digital sciences course), students will learn how AI systems work, their limitations and biases, as well as their ethical and social impacts;
• Learning with AI: in upper secondary, students will learn to use AI in an increasingly autonomous, critical and transparent manner, as a genuine learning and creative tool (e.g. for research assistance, multimedia creation, etc.).

The ministry developed the proposed strategic framework based on the findings of a survey conducted among 4,000 students and 200 teachers. The framework provides information on the opportunities and challenges of AI in the school context and proposes concrete measures for the gradual integration and supervision of AI in schools, while ensuring that this integration remains guided by paedagogical goals and human-centred values. It also defines the skills that students must develop throughout their school careers to become competent users of AI.

The strategic framework will be discussed with partners in the school system to gather their opinions and enrich it in light of the realities experienced in schools. Consultation meetings are planned with the colleges of directors or primary education, secondary education and competence centres, as well as the higher council of national education, teachers' unions, the national conference of students of Luxembourg and the national representation of parents of students. These consultations will be completed in December 2025. An adapted version of the strategic framework and a collection of guidelines for the use of AI in the classroom will be finalised in January 2026 and presented to teachers at a conference that same month.

The ministry added that the "KI Kompass" platform offers AI tools for school use, a range of training courses and a support service. The platform has four components:

• Strategy: fundamental principles of the strategic framework for the integration and supervision of AI in schools, plus general rules for the transparent use of AI in the school context;
• Secure and free access to validated AI tools: in addition to examples of educational use and additional educational resources, the ministry is providing AI tools for school use. Initially featuring three tools, the platform's offer will gradually expand;
• Continuing education and exchanges: training offered by the National Education Training Institute (IFEN) for school administrators and teachers, with more than 80 training modules, thematic courses, customised training for schools, etc.. Particular emphasis is placed on "Communities of Practice", internal exchange networks in which a school's teachers share their experiences and develop educational solutions;
• AI Helpdesk: one can ask specific questions by telephone or email, report training needs, suggest a tool, provide feedback, etc., on AI.

With this strategic framework, the Ministry of Education, Children and Youth said it is laying the foundations for the responsible integration of AI in schools. The objective is twofold: to enable students to master 21st-century tools and to train citizens capable of using these tools with discernment and responsibility.

To learn more about the platform, visit www.ki-kompass.lu