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Erasmus Courses Croatia AI Expert

AI in Education Experts

Erasmus Courses Croatia is the #1 Croatian centre of expertise in Artificial Intelligence (AI) in Education. We help teachers and schools across Europe understand AI, use it well in the classroom and lead the change in their own institutions.

Why teachers need AI expertise now

Artificial Intelligence is changing how students learn and how teachers plan, assess and communicate. Many schools ask the same questions: Which AI tools are worth using? How do we build AI literacy without losing critical thinking? Who guides colleagues through the change?

We answer these questions with tested methods, not theory alone. Our AI in education work rests on European cooperation, real classroom pilots and a clear model for leadership in schools.

At a glance

Who we are: Erasmus Courses Croatia, run by Adult Education Centre Maksima, Split

Our focus: AI in education, AI literacy, AI teacher training

How we work: with teacher trade unions, national training organisations and European partners

Next step: join our AI teacher training courses in Croatia

Erasmus+ Courses Croatia in Split

Our approach: teachers who lead, not just follow

AI adoption succeeds when teachers guide teachers. We helped shape and test the AI Navigator model: a trained teacher who introduces AI in their school, mentors colleagues and keeps the focus on pedagogy, not on technology for its own sake.

Become the person in your school who mentors others and sets the direction for AI use.

Use AI tools to personalise learning, save planning time and encourage creativity and problem solving.

Understand what AI can and cannot do, and teach students to use it critically and responsibly.

A clear framework of the skills and knowledge educators need to work with AI effectively.

Setting AI trends in Europe with strong partners

We do not work alone. Our AI in education work brings together teachers’ trade unions, training providers, educational partners, and schools from all over EU. This mix means our approach reflects what teachers and school leaders really need.

1

Trade unions

Teacher trade unions bring the voice of educators on the ground, ensuring that any change protects teacher autonomy, workload and professional judgement rather than imposing technology from the top down. Their involvement helps keep AI adoption realistic and fair for the people who will actually use it every day. This builds the trust needed for change to take root in classrooms rather than stay on paper.

2

Training providers

Experienced training organisations bring structure, quality standards and pedagogical know-how that turn good intentions about AI into practical, well-designed learning for teachers. They help translate broad ideas about AI in education into concrete courses, materials and support that schools can actually use. Their involvement ensures training is consistent, evidence-based and genuinely useful rather than one-off or superficial.

3

Educational technology partners

Educational technology partners bring up-to-date knowledge of the tools, platforms and trends shaping AI in education, keeping the work grounded in what is actually usable in classrooms today. They help bridge the gap between fast-moving technology and the practical realities of teaching, so we stay relevant rather than theoretical. Their input ensures that what teachers learn is reliable and fit for educational use.

4

Schools and pilot institutions

Schools that pilot new approaches in real classrooms turn ideas about AI in education into evidence, showing what actually works with real students and real constraints. Their day-to-day experience grounds the whole effort in classroom reality rather than assumptions made outside it. Involving schools directly ensures that any recommendations are tested, refined and genuinely ready before they are shared more widely.

Proof of expertise: Erasmus+ AI Navigators project

Our expertise is anchored in the Erasmus+ Key Action 2 cooperation project AI Navigators: Empowering Teachers for the AI Era (2024–2026). The project is the evidence; the result for you is practical AI knowledge, tried in real schools.

120+

Teachers involved

Building AI literacy across European Union.

20

AI Navigators

Teachers trained to mentor their peers.

100

Pilot teachers

Testing AI in their own classrooms.

12+

Instructional videos

Plus an AI competence model for educators.

Explore free resources and lesson plans on the AI Navigators project website.

Frequently asked questions about AI in education

Most frequent questions and answers

Erasmus Courses Croatia (Adult Education Centre Maksima) works on AI in education with teacher unions, national training organisations and European partners, and offers AI teacher training courses in Croatia.

An AI Navigator is a teacher trained to lead the introduction of artificial intelligence in their school and to mentor colleagues. The model was developed in the Erasmus+ AI Navigators project.

Start with AI literacy, then move to practical use in lesson planning, assessment and student activities. Our courses combine both, guided by trainers with hands-on experience from European projects.

Yes. Our courses are designed for teachers and school staff who use Erasmus+ mobility funding.

Learn AI in education with us

Join our AI teacher training courses in Croatia and bring practical, classroom-tested AI skills back to your school.

LocationStarting DateRegister
Split13 Sept. 2026
Split26 Sept. 2026
Split10 Oct. 2026
Split24 Oct. 2026
Split8 Nov. 2026
Split22 Nov. 2026
Split6 Dec. 2026
Split17 Jan. 2027
Split31 Jan. 2027
Split14 Feb. 2027
Split28 Feb. 2027
Split14 Mar. 2027
Split28 Mar. 2027
Split11 Apr. 2027
Split25 Apr. 2027
Split9 May. 2027
Split23 May. 2027
Split6 Jun. 2027
Split20 Jun. 2027
Split4 Jul. 2027
Split18 Jul. 2027
Split1 Aug. 2027
Split15 Aug. 2027
Split29 Aug. 2027
Split12 Sept. 2027
Split26 Sept. 2027
Split10 Oct. 2027
Split24 Oct. 2027
Split7 Nov. 2027
Split21 Nov. 2027
Split5 Dec. 2027

Also see our work in well-being and mental health and language learning. Co-funded by the European Union. Views and opinions expressed are 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).

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