Jrcb4 The Impact of Artificial Intelligence on Learning final

Preface 
Artificial Intelligence (AI) is currently high on the political and research agendas around the 
world. With the emergence of every new technology, there is always both a lot of hype and 
scepticism around its implications for society and the economy. Although acknowledging 
that the foundations for AI have been already around for several decades, recent 
technological breakthroughs are accelerating what AI could do. This study looks at what 
this could mean for learning, teaching, and education. It aims to provide a critical review 
and prospective angle on relevant AI developments as a basis for well-informed policy-
oriented discussions about the future of these domains.
This report is a contribution to the Digital Education Action Plan
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which foresees policy 
research and guidance on the impact and potential of digital technologies in education. It is 
done on behalf of the Directorate-General for Education, Youth, Sport and Culture, 
authored by Ilkka Tuomi and edited by the JRC. Another report, appraising AI from 
different perspectives, entitled "Artificial Intelligence: A European perspective", will be 
released soon under the label of JRC flagship reports, providing an overall assessment of 
opportunities and challenges of AI from a European outlook, and supporting the 
development of European action in the global AI context. 
The JRC has carried out research on 
Learning and Skills for the Digital Era
since 2005. It 
aims to provide evidence-based policy support to the European Commission and its 
Member States on how to harness the potential of digital technologies to encourage 
innovation in education and training practices; improve access to lifelong learning; and 
impart the new (digital) skills and competences needed for employment, personal 
development and social inclusion. More than 20 major studies have been undertaken on 
these issues, resulting in more than 120 different publications.
Recent work has focused on the development of digital competence frameworks for citizens 
(
DigComp
), educators (
DigCompEdu
), educational organisations (
DigCompOrg
) and 
consumers (
DigCompConsumers
). A framework for opening up higher education 
institutions (
OpenEdu
) was also published in 2016, along with a competence framework for 
entrepreneurship (
EntreComp
). Some of these frameworks are accompanied by (self-) 
assessment instruments. The JRC is also entrusted to develop a future framework for 
personal and social development, including learning to learn. Additional research has been 
undertaken on Learning Analytics, MOOCs (
MOOCKnowledge
, 
MOOCs4inclusion
), 
Computational thinking (
Computhink
) and policies for the integration and innovative use of 
digital technologies in education (
DigEduPol
).
More information on all our studies can be found on the JRC Science hub: 
https://ec.europa.eu/jrc/en/research-topic/learning-and-skills.
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Communication from the Commission to the European Parliament, the Council, the European Economic and 
Social Committee and the Committee of the Regions on the Digital Education Action Plan (COM(2018) 237 
final). 

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