EU Publishes Report on Explainable Artificial Intelligence in Education

In October, we announced that our institute’s researchers, Airina Volungevičienė and Giedrė Tamoliūnė, had participated in the international workshop “Explainable AI in Education”, organized by the European Digital Education Hub (EDEH). In addition, Giedrė Tamoliūnė was a member of the EDEH Explainable AI (XAI) working group, contributing to the development of a comprehensive report on the topic.

We are pleased to share that the outcome of this intensive collaboration — the report “Explainable AI in Education: Fostering Human Oversight and Shared Responsibility” — has now been officially published by the Publications Office of the European Union, ensuring broader accessibility and impact.

Why does this report matter?

The publication addresses several critical questions:

  • Why is explainability essential in the use of AI systems in education?
  • What legal frameworks and requirements must be observed?
  • How can the needs of diverse educational stakeholders be met to strengthen trust in AI systems?
  • What competences do educators require in order to effectively work with explainable AI?

Explainable AI in education goes far beyond the technical “explanation” of complex models. It represents a fundamental requirement for building trust, enhancing effectiveness, and empowering human agency in learning environments that increasingly rely on AI tools.

Moreover, explainable AI is key to ensuring that emerging technologies remain aligned with educational values, legal standards, and pedagogical goals. Achieving this requires continuous cooperation across disciplines, sectors, and stakeholder communities.

We invite you to explore the full report by following this link.

Moodle support system for teachers and students

We would like to remind you that the following materials have been prepared for lecturers:

Information for students on:

Recommendations for teachers before the start of the new semester

With 2025 autumn semester approaching quickly, we kindly remind you and recommend updating the following information in your Moodle courses:
  1. Check whether the course code(s) in the Moodle environment and the study program network and/teacher portal.
  2. Please note that it is necessary to update the MS Teams meeting/room links in the course (delete the previous semester and create new one). How to create MS Teams meeting room in Moodle
  3. Update the dates of existing activities. It is possible to check and see the set dates of all activities at once -> Administration -> Course administration -> Reports -> Dates.
  4. Pay attention to whether the educational material is available (visible) to students (you can check this by activating the student role by clicking on your name in the upper right corner in Moodle and then Switch role to -> Student).
  5. Delete messages from previous semesters that were sent to the learners via discussion forum.
  6. Update the study description (the student guide).
  7. Delete student test attempts from the previous semester (it is required if you want to add/delete questions in the test activity).
  8. View whether uploaded video materials (videos, links, etc.) are available to students.
  9. Pay attention whether the authorship in your uploaded slides is indicated.

If you have any questions, please write to us by e-mail  nuotolines@vdu.lt

Presentation at XAI-Ed workshop at AIED 2025 conference

In the framework of the research project “DI-daktika” (No. P-EDU-23-1), the project leader prof. dr. Airina Volungevičienė and junior researcher Patricija Škėmaitė prepared the research paper “Addressing Teacher Resistance Critical Factors with XAI”

With the presentation at XAI-Ed workshop at AIED 2025 conference.

The paper will be available once published.

 

The research is funded as a part of the “Progressive Research in Education” project, which is implemented under the 2021 – 2030 Education Development Program Progress Measure No 12-003-03-06-01 “Teacher First” of the Ministry of Education, Science and Sports of the Republic of Lithuania. The project is financed by the European Union funds for 2021-2027 and the state budget of the Republic of Lithuania.

ISI research team shares insights at Eden 2025 Annual Conference

On 15-17 June, the VMU ISI research team participated in the annual Eden 2025 Annual Conference, as it does every year.

This year’s conference, organised by EDEN Digital Learning Europe, took place at the oldest university in the Western world – the University of Bologna. As every year, the conference attracted a large number of participants from different countries and organisations around the world. The main theme was the future of education in the age of artificial intelligence. The conference explored topics such as the opportunities and challenges presented by generative artificial intelligence, recognising its potential for growth and innovation in education, while at the same time critically assessing the risks associated with it. The conference also presented different scenarios for integrating artificial intelligence into education, from personalised learning to global learning networks.

During various sessions and practical workshops, the ISI research team presented and shared their experience gained in implementing national and international projects:

  • During the Windee presentation, practical workshops were held to discuss the fundamental intersection of technology and well-being in education.
  • DI-dactics presented research on the loyalty and improvement of artificial intelligence and didactic properties.
  • MISS4Health presented the project, its importance, objectives and expected results.

Digital Well-being at the EDEN Annual Conference 2025

On June 15-17, the Eden 2025 Annual Conference was held at the oldest university in the Western world – the University of Bologna. The EDEN Digital Learning Europe Annual Conference 2025 focused on the future of education in the age of AI. The conference explored the opportunities and challenges posed by generative AI, recognizing its potential for growth and innovation in education, while critically addressing the associated risks. The conference further presented different scenarios of AI integration in education, ranging from personalized learning to global learning networks.

However, digital well-being, its relevance in education, was also an integral topic at the conference.

VMU team has organised and moderated during the conference Action Lab: Defining Well-being in Digital Education Ecosystem.

Prof. Airina Volungevičienė  presented a new policy experimentation project WINDEE – Well-being in Digital Education Ecosystem in Europe (no. 101195779 WINDEE — ERASMUS-EDU-2024-POL-EXP), the aim of which is to foster an environment where students can achieve digital well-being and maximise the benefits of technology in educational settings. After the presentation session, participants divided into groups and engaged in discussions.

The well-being of students and educators in digital education is one of the “must” conditions in the education ecosystem. Research claims that it is possible to find various ways to define the concept of digital well-being, and that the definition most probably will be dynamic and flexible depending on the perspective taken, but it looks like psychological, emotional, physical and social factors and the conditions ensured remain to be the main pillars in the majority of the discussions on the theme.

The Action lab was dedicated to work in groups to unpack the concept of well-being in digital education ecosystem and then to mingle together to set up the scene where person – specific, context – specific and device – specific factors request the setting up the context for learning and teaching in digital age in the way that students and teachers feel balanced to the extent potential.

All participants  actived contributors to the joint picture and the definition of well-being in digital education ecosystem.

Workshop participants discussed and listed out factors and characteristics of digital wellbeing, defined what digital wellbeing is, and what it means for students and teachers.

The theme of the choice and decision-making in the balanced use of technologies was a recurring motif across group discussions

 

 

 

 

DISCLAIMER: “Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.”

WINDEE

A group of researchers organise the Action Lab in EDEN Bologna conference for Erasmus Policy Experimentation project WINDEE – Well-being in Digital Education Ecosystem.

The Action lab participants unpack the concept of well-being in digital education ecosystem and then mingle together to set up the scene where person – specific, context – specific and device – specific factors request the setting up the context for learning and teaching in digital age in the way that students and teachers feel balanced to the extent potential.

Introduction to the Action lab (slides) by prof. dr. Airina Volungevičienė

International Week highlight: a lecture by a lecturer from IBADAN University (Nigeria)

From 5-9 May, during the International Week, lecturers from various partner universities visit VMU University and give lectures to VMU students. The third-year students and lecturers of the Primary Education Pedagogy and Early Foreign Language Teaching programme of the Academy of Education, Assoc. Prof. Dr. Estela Daukšienė and Dr. Daiva Urmonienė, had a great opportunity to meet a lecturer from the exotic country Nigeria. Lecturer Matthew Taiwo Oni came from the prestigious IBADAN University (Nigeria), working at the Faculty of Education, Department of Early Childhood and Basic Education. IBADAN University is the oldest and one of the leading universities in Nigeria, founded in 1948 as a college of the University of London. It became an independent university in 1962 and remains one of the most prestigious in the country. It produces the largest number of postgraduate students in Africa, reflecting the university’s importance in the field of science and research on the continent. It is renowned for its strong academic tradition and its significant contribution to the country’s education and research.

In addition to introducing IBADAN University, Lecturer Matthew also gave a presentation on Bridging the Divide: A Comparative Analysis of AI Literacy among Public and Private Secondary School Teachers in Nigeria, where he presented his dissertation research. During his presentation, he shared his insights into the Nigerian teacher education system and revealed some important nuances. The research was of interest to the students listening, but it was even more interesting to hear about the work of teachers and their preparation in Nigeria in general. There was a strong emphasis on practice. Teacher education programmes in Nigeria place a strong emphasis on practical preparation. Prospective teachers spend a lot of time in schools, observing experienced colleagues and delivering lessons themselves under the supervision of mentors. The challenge of multilingualism is highlighted. Nigeria is a very diverse country with hundreds of different languages spoken. Teachers often face the challenge of teaching children whose mother tongue is different from the official language of instruction (English). Teacher training programmes therefore try to develop the skills to work effectively in a multilingual environment. Community involvement is also an important factor. Nigeria has a strong community role in education. Local communities are often actively involved in the management and support of schools, which is essential for educational achievement, and teachers are seen as important members of the community. Teacher training programmes encourage prospective teachers to develop close links with the community and to involve it in the educational process.

The lecture was useful for both students and Lithuanian teachers to understand the values Matthew conveyed about the importance of learning and the motivation to develop competences as an educator.

 

 

 

 

 

 

 

 

 

 

 

Happy Easter

Cult@intel – Digital Leaflet no 1.

The first Leaflet of Cult@intel project