Artificial intelligence is becoming part of everyday life in education.
Teachers use it to prepare lessons. Learners use it to study. Schools and training providers are beginning to explore how it can support teaching, assessment and accessibility.
As part of the Recogn(AI)ze project, we spoke with teachers, trainers, learners, dyslexia specialists and education professionals from across Europe. Through a series of focus groups and a roundtable discussion in Ireland, we wanted to understand how artificial intelligence is already being used, what challenges people are facing, and how it could better support learners with dyslexia and other learning difficulties.
While experiences varied, several clear messages emerged.
Artificial intelligence is already part of education
One of the strongest findings was that artificial intelligence is no longer a future topic. It is already being used in many educational settings.
Participants described using artificial intelligence to:
- Prepare lessons and learning materials.
- Create quizzes and assessments.
- Generate feedback for learners.
- Summarise information.
- Support research and study activities.
- Reduce time spent on administrative tasks.
Many educators explained that they first started experimenting with artificial intelligence out of curiosity. Over time, it became a practical tool that helped them work more efficiently.
Learners also reported regular use of artificial intelligence, often as a way to explore ideas, understand complex topics or receive immediate support while studying.
Teachers need support, not just new tools
Participants consistently highlighted that the biggest challenge is not access to technology.
Instead, many educators said they need support to use artificial intelligence confidently and responsibly.
This includes:
- Understanding how different tools work.
- Learning how to write effective prompts.
- Evaluating the quality of responses.
- Identifying risks and limitations.
- Integrating artificial intelligence into teaching in meaningful ways.
Many participants felt that guidance and training have not kept pace with the rapid development of new tools.
Artificial intelligence can support accessibility
Participants identified several ways in which artificial intelligence can help make learning more accessible.
Examples included:
- Simplifying complex texts.
- Providing narration and text-to-speech support.
- Creating learning materials in different formats.
- Offering personalised feedback.
- Adapting content to different learning needs.
These features can be particularly helpful for learners with dyslexia and other specific learning difficulties.
Many participants saw artificial intelligence as an opportunity to reduce barriers and provide more flexible learning experiences. However, they also stressed that technology should support educators, not replace them.
Questions about privacy and fairness remain
While participants recognised the potential benefits of artificial intelligence, they also raised important concerns.
Common topics included:
- Data protection and privacy.
- Reliability of information.
- Academic integrity.
- Copyright and ownership of content.
- Unequal access to technology and paid tools.
Several participants noted that artificial intelligence is often being used before clear policies are in place. As a result, many educators are trying to balance innovation with responsible use.
There was broad agreement that learners need support to understand not only how to use artificial intelligence, but also when to question it.
We need to talk more about recognising dyslexia
An interesting finding emerged during the discussions.
Participants had a great deal to say about artificial intelligence. However, there was less discussion about recognising dyslexia itself.
This highlighted an important challenge.
Technology can support learners once difficulties have been identified. However, educators still need to recognise the signs of dyslexia and understand when additional support may be needed.
This finding reinforced the importance of helping teachers and trainers:
- Recognise early signs of dyslexia.
- Understand referral pathways.
- Identify appropriate support strategies.
- Use artificial intelligence as part of a wider support approach.
Artificial intelligence and dyslexia is still new territory
The discussions showed that many educators are already comfortable talking about artificial intelligence in general. They shared practical examples, challenges and experiences from their daily work.
However, conversations became more cautious when discussing how artificial intelligence can support learners with dyslexia and other learning difficulties.
Many participants saw clear potential. They highlighted tools that can simplify text, provide narration, support organisation and offer personalised learning experiences. At the same time, there were questions about effectiveness, ethics, privacy and the risk of relying too heavily on technology.
This suggests that the relationship between artificial intelligence and accessibility is still an emerging area of practice. While interest is growing, many educators are still exploring what works, what does not, and where the limits should be.
The discussions highlighted the need for more guidance, practical examples and shared experiences to help educators use these tools with confidence.
