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Strategic Analysis
A winning proposal must balance rigorous empirical research on AI tools in early childhood and primary classrooms with robust child protection, pedagogical integrity, and teacher agency. The core winning angle requires moving beyond generic EdTech hype by deploying cross-national, mixed-method field trials that directly assess learning outcomes, socio-emotional wellbeing, and inclusion for diverse learners (including children with disabilities). Crucially, the proposal should deliver co-created, actionable guidelines and professional development frameworks that align with the EU AI Act and the European Child Guarantee.
TRL 2 → 6
Based on programme defaults
How can AI-powered tools personalise learning experiences safely and effectively and support teachers in addressing diverse student needs?
What are the potential benefits and challenges of integrating AI into initial teacher education and continuous professional development programmes?
How can AI assist teachers in automating administrative tasks, allowing them to focus more on pedagogy and student engagement?
What ethical considerations and potential risks, including in relation to wellbeing, should be taken into account when using AI in education to support teachers and students?
What is the typical profile of teachers who are currently using AI-powered tools and which uses and perceived gratifications motivate using AI-powered tool?
How can AI tools motivate children to learn?
How can AI-based interventions address learning gaps based on individual students’ needs (including disabilities) and learning styles?
What changes do educational programmes need to perform on a pedagogical level for the successful integration of AI?
What do teachers need to implement the use of AI safely and effectively?
Provide policymakers and educators and parents with a solid understanding of the potential benefits, opportunities and challenges stemming from the use of artificial intelligence tools in learning environments in pre-primary and primary education, including with regard to their ethical dimension.
Generate rigorous, policy-relevant evidence on the impact of use of artificial intelligence tools in learning environments on educational performance and youth well-being.
Develop actionable advice to educators about how they can make an effective use of artificial intelligence tools in their work, including for the assessment of learning outcomes.
Strengthening social and economic resilience and sustainability
Boosting inclusive growth and reducing vulnerabilities effectively
The European Pillar of Social Rights, and its Action Plan with its three ambitious targets (78% employment rate, 60% of population with yearly training, and reduction of the number of people at risk of poverty and social exclusion by at least 15 million by 2030)
the European Education Area and its EU-level 2030 targets
The Union of Skills (including envisaged initiatives on skills portability and the European Strategy for Vocational Education and Training, the Pact for Skills and the Skills Agenda)
the first-ever EU Anti-Poverty Strategy and the European Affordable Housing Plan
The Union of Equality policies and strategies, including: the Strategy for the Rights of Persons with Disabilities 2021-2030 (in line with the United Nations Convention on the Rights of Persons with Disabilities); the European Accessibility Act (Directive 2019/882), and the European Disability Card
The Gender Equality Strategy 2020 – 2025 and the Directive combating violence against women and domestic violence
EU Anti-racism Action Plan 2020-2025
The Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030
The LGBTIQ Equality Strategy 2020-2025
The Communication on Demographic change in Europe: a toolbox for action
The EU’s just transition policy framework, in line with the 2040 Climate Target Plan, including the Just Transition Mechanism, the Social Climate Fund, and the Council Recommendation on ensuring a fair transition towards climate neutrality
The new Pact for European Social Dialogue and the Council Recommendation on strengthening social dialogue in the EU.
The European Child Guarantee
The Council Recommendation on adequate minimum income
The Commission Communication on a comprehensive approach to mental health
The new Pact on Asylum and Migration and its accompanying actions, initiatives and legislation.
European Education Area
highThe European Education Area (EEA) is an EU initiative aimed at creating a common space for quality and inclusive education and lifelong learning across Member States by 2025. It focuses on improving educational quality, equity, digital competences, and the mobility of learners and educators.
Evaluators expect proposals to outline concrete contributions to digital skills development, pedagogical innovation, and inclusive access in early childhood and primary education, aligning technological interventions with EU-wide education targets.
European Child Guarantee
highThe European Child Guarantee is a Council Recommendation aimed at preventing and combating social exclusion by guaranteeing effective and free access for children in need to key essential services, including early childhood education and care, education, and school-based activities.
Evaluators expect proposals to show how digital and AI innovations will be made accessible to children from socioeconomically disadvantaged backgrounds, avoiding the exacerbation of educational inequalities in early learning settings.
European Pillar of Social Rights
mediumThe European Pillar of Social Rights is a set of 20 principles aimed at delivering fair and well-functioning labour markets and welfare systems in the EU. It covers areas such as equal opportunities, fair working conditions, and access to essential services, including health and long-term care. The Pillar serves as a compass for EU social policy and is implemented through initiatives like the European Care Strategy.
Evaluators expect proposals to demonstrate how they contribute to the Pillar’s principles, particularly those related to access to quality and affordable health care (Principle 16) and long-term care (Principle 18). Proposals should show how they address inequalities in care delivery and ensure that solutions are inclusive, equitable, and aligned with the Pillar’s social objectives. Evidence of stakeholder involvement and policy relevance will strengthen the proposal.
Strategy for the Rights of Persons with Disabilities 2021-2030
mediumThe Strategy for the rights of persons with disabilities 2021-2030 aims to ensure full participation of persons with disabilities in society on an equal basis with others. It focuses on accessibility, independent living, non-discrimination, and equal access to democratic processes, employment, and education.
Evaluators look for explicit methodologies ensuring that democratic innovations, digital participation tools, and civic engagement platforms are fully accessible. Proposals should address barriers to political participation (such as voting accessibility) faced by persons with disabilities.
United Nations Convention on the Rights of Persons with Disabilities
mediumThe United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is a comprehensive human rights treaty that obligates state parties to ensure the full realization of all human rights for persons with disabilities without discrimination. In an educational context, it mandates inclusive education systems at all levels under Article 24.
Evaluators expect projects designing educational tools, especially AI systems, to embed universal design principles from the outset and ensure reasonable accommodation so that children with diverse disabilities are not excluded or marginalized.
European Accessibility Act (Directive 2019/882)
mediumThe European Accessibility Act (Directive 2019/882) establishes common EU accessibility requirements for key products and digital services, including computer hardware, software, e-books, and digital platforms. It aims to eliminate barriers for persons with disabilities and facilitate the cross-border market of accessible solutions.
Evaluators look for technical adherence to harmonized accessibility standards (such as EN 301 549) in all digital interfaces, software architectures, and AI pedagogical interfaces deployed or tested with young learners.
Gender Equality Strategy 2020-2025
mediumThe EU Gender Equality Strategy 2020-2025 sets out objectives to achieve a gender-equal Europe by countering gender stereotypes, closing gender gaps in the labour market, and ensuring equal participation across all sectors, including digital and STEM domains.
Evaluators expect clear safeguards against gender bias in training datasets and algorithms used in early education, alongside measures to actively counter traditional gender stereotypes during children's early digital learning experiences.
EU Anti-racism Action Plan 2020-2025
lowThe EU Anti-racism Action Plan 2020-2025 outlines cross-cutting measures to tackle individual, structural, and institutional racism across the Union. It emphasizes the risks of bias propagation through artificial intelligence and promotes fairness and equity in public services, including schooling.
Evaluators expect proposals to incorporate bias auditing methodologies for AI systems to prevent racial and ethnic stereotyping, ensuring that learning content and adaptive algorithms treat learners from racialized backgrounds equitably.
Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030
lowThe Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030 aims to combat anti-Gypsyism and reduce socioeconomic disparities between Roma and non-Roma populations. It places particular emphasis on equal access to quality, desegregated early childhood education and primary schooling.
Evaluators expect proposals targeting diverse or disadvantaged classrooms to address systemic inclusion barriers, ensuring digital divide issues do not disproportionately exclude Roma children from AI-supported educational benefits.
LGBTIQ Equality Strategy 2020-2025
lowThe LGBTIQ Equality Strategy 2020-2025 aims to build an inclusive society by tackling discrimination, ensuring safety, and fostering inclusive educational environments for LGBTIQ persons and diverse families across the EU.
Evaluators expect educational tools and AI datasets to reflect family diversity respectfully and prevent algorithmic bias or exclusionary representations in learning materials for young children.
Specific requirements
EU space data infrastructures
If the project uses satellite-based Earth observation, positioning, navigation or timing data/services, beneficiaries must use Copernicus and/or Galileo/EGNOS. Other sources may be added but not substitute EU infrastructures.
Civil applications only
Horizon Europe funds exclusively civil applications. Research with exclusive military or dual-use application is excluded.
Gender Equality Plan
Having a Gender Equality Plan (GEP) is an eligibility criterion for public bodies, research organisations, and higher education institutions from Member States and Associated Countries.
Open Science
Mandatory open access to peer-reviewed scientific publications and responsible management of research data (FAIR principles, DMP required).
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As described in Annex A and Annex E of the Horizon Europe Work Programme General Annexes.
Proposal page limits and layout: described in Part B of the Application Form available in the Submission System.
As described in Annex B of the Work Programme General Annexes.
A number of non-EU/non-Associated Countries that are not automatically eligible for funding have made specific provisions for making funding available for their participants in Horizon Europe projects. See the information in the Horizon Europe Programme Guide.
Subject to restrictions for the protection of European communication networks.
As described in Annex B of the Work Programme General Annexes.
As described in Annex C of the Work Programme General Annexes.
As described in Annex D of the Work Programme General Annexes.
As described in Annex F of the Work Programme General Annexes and the Online Manual.
As described in Annex F of the Work Programme General Annexes.
The granting authority may, up to 4 years after the end of the action, object to a transfer of ownership or to the exclusive licensing of results, as set out in the specific provision of Annex 5.
Eligible costs will take the form of a lump sum as defined in the Decision of 7 July 2021 authorising the use of lump sum contributions under the Horizon Europe Programme – the Framework Programme for Research and Innovation (2021-2027) – and in actions under the Research and Training Programme of the European Atomic Energy Community (2021-2025) [[This decision is available on the Funding and Tenders Portal, in the reference documents section for Horizon Europe, under ‘Simplified costs decisions’ or through this link: https://ec.europa.eu/info/funding-tenders/opportunities/docs/2021-2027/horizon/guidance/ls-decision_he_en.pdf]].
In addition, as described in Annex G of the Work Programme General Annexes.
As described in the specific topic of the Work Programme.
Application form templates — the application form specific to this call is available in the Submission System
Standard application form (HE RIA, IA)
Evaluation form templates — will be used with the necessary adaptations
Standard evaluation form (HE RIA, IA)
Guidance
Model Grant Agreements (MGA)
Call-specific instructions
Guidance: "Lump sums - what do I need to know?"
HE Main Work Programme 2026-2027 – 1. General Introduction
HE Main Work Programme 2026-2027 – 5. Culture, Creativity and Inclusive Society
HE Main Work Programme 2026-2027 – 15. General Annexes
HE Framework Programme 2021/695
HE Specific Programme Decision 2021/764
EU Financial Regulation 2024/2509
Decision authorising the use of lump sum contributions under the Horizon Europe Programme
Rules for Legal Entity Validation, LEAR Appointment and Financial Capacity Assessment
EU Grants AGA — Annotated Model Grant Agreement
Funding & Tenders Portal Online Manual
Evaluators in Cluster 2 will critically scrutinize whether the proposal prioritizes child-centric ethics and developmental appropriateness over technological push. They will prioritize:
Everything the call asks for, seen from the call's point of view. Each line shows what answers it, and which partner carries it.
This matrix lists everything the call asks for: outcomes, impacts, scope, the requirements buried in the call text, and policy alignment. Sign up free and GrantForge tracks each line against the concept you build.
| Requirement | Covered by | Carried | Status |
|---|---|---|---|
| Scope activities | |||
| SC1How can AI-powered tools personalise learning experiences safely and effectively and support teachers in addressing diverse student needs? | · | · | Sign up to track |
| SC2What are the potential benefits and challenges of integrating AI into initial teacher education and continuous professional development programmes? | · | · | Sign up to track |
| SC3How can AI assist teachers in automating administrative tasks, allowing them to focus more on pedagogy and student engagement? | · | · | Sign up to track |
| SC4What ethical considerations and potential risks, including in relation to wellbeing, should be taken into account when using AI in education to support teachers and students? | · | · | Sign up to track |
| SC5What is the typical profile of teachers who are currently using AI-powered tools and which uses and perceived gratifications motivate using AI-powered tool? | · | · | Sign up to track |
| SC6How can AI tools motivate children to learn? | · | · | Sign up to track |
| SC7How can AI-based interventions address learning gaps based on individual students’ needs (including disabilities) and learning styles? | · | · | Sign up to track |
| SC8What changes do educational programmes need to perform on a pedagogical level for the successful integration of AI? | · | · | Sign up to track |
| SC9What do teachers need to implement the use of AI safely and effectively? | · | · | Sign up to track |
| Expected outcomes | |||
| EO1Provide policymakers and educators and parents with a solid understanding of the potential benefits, opportunities and challenges stemming from the use of artificial intelligence tools in learning environments in pre-primary and primary education, including with regard to their ethical dimension. | · | · | Sign up to track |
| EO2Generate rigorous, policy-relevant evidence on the impact of use of artificial intelligence tools in learning environments on educational performance and youth well-being. | · | · | Sign up to track |
| EO3Develop actionable advice to educators about how they can make an effective use of artificial intelligence tools in their work, including for the assessment of learning outcomes. | · | · | Sign up to track |
| Other requirements | |||
| REQ1Interdisciplinary approaches and close cooperation with educational institutions and educatorsProposals must apply interdisciplinary approaches (including through SSH disciplines) and ensure close cooperation with educational institutions and educators. | · | · | Sign up to track |
| REQ2Cooperation with media literacy organisationsCooperation with media literacy organisations is encouraged. | · | · | Sign up to track |
| REQ3Clustering and cooperation among selected projectsClustering and cooperation among selected projects under this call topic and other relevant projects are strongly encouraged. | · | · | Sign up to track |
| REQ4Mitigating biases in AI systems for equity and inclusionParticular attention should be paid to identifying and mitigating biases in AI systems to ensure equity and inclusion in education systems, as well as applying qualitative methods to cover ethical dimensions. | · | · | Sign up to track |
| REQ5FAIR data complianceParticular efforts should be made to ensure that the data produced in the context of this research is Findable, Accessible, Interoperable and Re-usable (FAIR). | · | · | Sign up to track |
| REQ6Leveraging European Research Infrastructures, EOSC, and Data SpacesApplicants are encouraged to consider services offered by EU-funded European Research Infrastructures (particularly in SSH) and leverage data and services federated under the European Open Science Cloud (EOSC) as well as relevant Data Spaces. | · | · | Sign up to track |
| REQ7International cooperationTo maximise the impacts of R&I under this Destination in line with EU priorities, international cooperation is encouraged whenever relevant. | · | · | Sign up to track |
| REQ8Engagement with broad stakeholder groupsProjects must engage with a wide array of stakeholders beyond academia, including social partners (trade unions, business organizations), civil society organizations, practitioners, VET providers, and SMEs. | · | · | Sign up to track |
| Expected impacts | |||
| EI1Strengthening social and economic resilience and sustainability | · | · | Sign up to track |
| EI2Boosting inclusive growth and reducing vulnerabilities effectively | · | · | Sign up to track |
| EI3The European Pillar of Social Rights, and its Action Plan with its three ambitious targets (78% employment rate, 60% of population with yearly training, and reduction of the number of people at risk of poverty and social exclusion by at least 15 million by 2030) | · | · | Sign up to track |
| EI4the European Education Area and its EU-level 2030 targets | · | · | Sign up to track |
| EI5The Union of Skills (including envisaged initiatives on skills portability and the European Strategy for Vocational Education and Training, the Pact for Skills and the Skills Agenda) | · | · | Sign up to track |
| EI6the first-ever EU Anti-Poverty Strategy and the European Affordable Housing Plan | · | · | Sign up to track |
| EI7The Union of Equality policies and strategies, including: the Strategy for the Rights of Persons with Disabilities 2021-2030 (in line with the United Nations Convention on the Rights of Persons with Disabilities); the European Accessibility Act (Directive 2019/882), and the European Disability Card | · | · | Sign up to track |
| EI8The Gender Equality Strategy 2020 – 2025 and the Directive combating violence against women and domestic violence | · | · | Sign up to track |
| EI9EU Anti-racism Action Plan 2020-2025 | · | · | Sign up to track |
| EI10The Strategic EU Framework for Roma Equality, Inclusion and Participation 2020-2030 | · | · | Sign up to track |
| EI11The LGBTIQ Equality Strategy 2020-2025 | · | · | Sign up to track |
| EI12The Communication on Demographic change in Europe: a toolbox for action | · | · | Sign up to track |
| EI13The EU’s just transition policy framework, in line with the 2040 Climate Target Plan, including the Just Transition Mechanism, the Social Climate Fund, and the Council Recommendation on ensuring a fair transition towards climate neutrality | · | · | Sign up to track |
| EI14The new Pact for European Social Dialogue and the Council Recommendation on strengthening social dialogue in the EU. | · | · | Sign up to track |
| EI15The European Child Guarantee | · | · | Sign up to track |
| EI16The Council Recommendation on adequate minimum income | · | · | Sign up to track |
| EI17The Commission Communication on a comprehensive approach to mental health | · | · | Sign up to track |
| EI18The new Pact on Asylum and Migration and its accompanying actions, initiatives and legislation. | · | · | Sign up to track |
| Underlying policies | |||
| POL1european education areaThe European Education Area (EEA) is an EU initiative aimed at creating a common space for quality and inclusive education and lifelong learning across Member States by 2025. It focuses on improving educational quality, equity, digital competences, and the mobility of learners and educators. | · | · | Sign up to track |
| POL2european child guaranteeThe European Child Guarantee is a Council Recommendation aimed at preventing and combating social exclusion by guaranteeing effective and free access for children in need to key essential services, including early childhood education and care, education, and school-based activities. | · | · | Sign up to track |
The binding rules of this call. Items marked auto are verified by GrantForge from the call and the template. The others are yours to confirm.
LMIC entities auto-eligible
Low/middle-income country entities are automatically eligible for funding.
EU space data infrastructures
If the project uses satellite-based Earth observation, positioning, navigation or timing data/services, beneficiaries must use Copernicus and/or Galileo/EGNOS. Other sources may be added but not substitute EU infrastructures.
Civil applications only
Horizon Europe funds exclusively civil applications. Research with exclusive military or dual-use application is excluded.
Gender Equality Plan
Having a Gender Equality Plan (GEP) is an eligibility criterion for public bodies, research organisations, and higher education institutions from Member States and Associated Countries.
Open Science
Mandatory open access to peer-reviewed scientific publications and responsible management of research data (FAIR principles, DMP required).
5 key insights you must internalise before writing. Each is grounded in the call text and tells you what evaluators will actually look for. Share these with your consortium before drafting.
Evaluators will actively penalize proposals that rely solely on self-reported perceptions of AI's impact. You must deploy robust, evidence-based assessment frameworks that objectively measure cognitive, behavioral, and socio-emotional outcomes in young learners. Ensure your methodology includes longitudinal, multi-year investigations rather than short-term, fragmented studies.
Source: evaluation_pre_award
Because AI systems in education are classified as high-risk under the EU AI Act, your proposal must explicitly address these strict regulatory requirements. Evaluators will prioritize child-centric ethics and developmental appropriateness over technological push, requiring concrete ethical guardrails for vulnerable minors.
Source: evaluation_pre_award
While student outcomes are critical, evaluators will specifically look for actionable pedagogical translation that supports educators. Your proposal must deliver practitioner-validated toolkits for teacher training and clear administrative relief pathways designed to prevent teacher burnout, rather than just adding new technological burdens.
Source: evaluation_pre_award
This call uses a lump sum funding model capped at €4.0M, meaning payments are strictly tied to the completion of work packages. You must design a highly realistic work plan where milestones and deliverable payments are fully justified, as evaluators will explicitly scrutinize the financial viability of your milestone architecture during the pre-award phase.
Source: eligibility
Your consortium must integrate clear mechanisms to address special educational needs, socioeconomic gaps, and linguistic barriers. Evaluators expect these inclusion strategies to directly operationalize the European Child Guarantee, ensuring that AI tools do not exacerbate educational inequalities for vulnerable and disadvantaged learners.
Source: evaluation_pre_award
Talk to the Grant Coach to build your concept. There is no set order: start wherever your project starts. The sections below mirror what the conversation produces, and your coverage tracks the progress. You can refine everything once your project workspace is created.
The problems this call frames, and who they affect. Your concept and plan address them.
Pre-primary and primary educational institutions lack independent, scientifically validated data on the long-term cognitive, developmental, and psychological effects of AI tools on young children.
Educators experience rising administrative burdens and lack structured pedagogical training in ITE and CPD to integrate AI tools effectively, responsibly, and equitably into classroom teaching.
Educational AI tools often fail to comply with universal design for learning, risking data exploitation, algorithmic biases against minority groups, and the exclusion of children with disabilities.
Frontline educators and pedagogical directors in early childhood and primary education responsible for classroom instruction, curriculum implementation, and student assessment.
Children aged 3–12 engaged in formal learning environments, including children with special educational needs, disabilities, and socio-economically disadvantaged backgrounds.
Universities, initial teacher education (ITE) faculties, and continuous professional development (CPD) bodies shaping pedagogical competencies and teacher certifications.
National ministries of education, municipal authorities, and EU-level policy bodies responsible for digital education strategies, school infrastructure, and regulatory guidelines.
Academic researchers across educational sciences, cognitive psychology, human-computer interaction, and trustworthy AI governance.
Parent-teacher associations, digital rights advocates, and child-welfare NGOs monitoring children's digital safety, screen exposure, and cognitive wellbeing.
The long-term impacts your project should drive, and the policies they serve.
Improves foundational literacy, numeracy, and cognitive skills among young learners through ethically governed, personalized AI learning interventions that adapt to diverse learning styles.
Reduces educational inequality by deploying accessible AI-driven assistive solutions tailored for children with disabilities and disadvantaged backgrounds, supporting the European Child Guarantee.
Equips educators with certified AI didactical skills through standardized ITE/CPD curricula while reducing routine administrative workload to improve retention and instructional focus.
Delivers policy benchmarks and ethical guidelines adopted by educational authorities across Europe, aligning early school digitization with the EU AI Act and Digital Education Action Plan.