A new report from Cambridge University Press & Assessment urges Spanish policymakers to collaborate closely with teachers in shaping AI policies for education. The report, based on best practices from English teachers worldwide, recommends investing in comprehensive teacher training and involving educators and students in the design and evaluation of AI tools. It highlights teachers' concerns about preparing students to critically analyze AI outputs and use AI as a learning support rather than a shortcut. The report aims to ensure that AI policies are grounded in classroom realities.
We’ll perform a deep-dive analysis of all sources and publicly available external materials, then prepare a structured timeline of events, an in-depth report explaining the background and context, and multiple perspectives.
