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Julia Freudenberg, Hacker School, Germany
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Dora Demsky, Stanford Graduate School of Education, United States
AI in Education: From Prince Charming To Captain Chaos
Lidija Kralj, European Commission, Croatia
Short Bio
Lidija Kralj is an international analyst and expert in data and AI in education. She is a member of the European Commission’s working groups on Artificial Intelligence and data in education and training, High-quality Informatics, digital education, and safer internet; an EC & OECD expert team for AI Literacy; and UNESCO and Council of Europe working groups on AI and education and Digital citizenship. Lidija was the lead expert for UNESCO Uzbekistan, developing and implementing a framework for teachers' ICT and AI competences, providing training and guidance for master trainers and mentors. She has been a leader and active participant in three European Digital Education Hub Squads, which resulted in her promotion to EDEH ambassador in 2025. Lidija is a member of the Bebras board (International computational thinking and informatics challenge), author of digital learning resources and textbooks, as well as an advisor and teacher trainer, researcher and analyst of DigComp 3.0, education area and regulations for JRC. She has been working at the Ministry of Science and Education in Croatia, where she led curriculum reforms. Lidija is an eLearning and project manager for several international projects, and a lecturer in Mathematics and Computer Science with 30 years of experience. She has multifaceted expertise grounded in policy advice, monitoring of implementation processes, analytical work, and knowledge and experience of the EU education programmes, funds and committees. https://www.linkedin.com/in/lidijakralj/
Abstract
Artificial intelligence entered education surrounded by promises of personalised learning, reduced workloads, improved assessment, and greater educational equity. For many educators, policymakers, and technology providers, AI appeared as the long-awaited "Prince Charming" capable of solving persistent educational challenges. Yet, as AI tools become embedded in teaching, learning, and administration, the reality is proving far more complex.
This keynote explores the journey of AI in education from optimistic expectations to the sometimes-chaotic realities of implementation. Drawing on experiences from classroom practice, teacher professional development, school leadership, educational policy, and international initiatives, the presentation examines both the transformative opportunities and emerging tensions created by AI.