School Leaders Advocate for Varied Assignment Structures, Citing KI as Example - AI calls for distinct task structures in educational settings, according to Prien.
Federal Education Minister Karin Prien, a member of the CDU party, is spearheading a call for the development and implementation of various task formats for Artificial Intelligence (AI) in schools across Germany. This push is part of a broader digital and educational modernization effort.
Minister Prien underlines the importance of diverse AI task formats, stating that they can help relieve teachers, offer great opportunities to better support children with special needs, and provide significantly improved, individualized learning experiences. While specific details about the exact formats being developed are limited, her engagement with workshops, events, and educational research centers suggests an active involvement in fostering AI-related teaching methods and compliance frameworks in education.
One of the key points in her approach involves workshops and reports on AI compliance. Minister Prien recently received the third report of the youth commission on AI compliance, reflecting ongoing efforts to explore legal and ethical frameworks for AI use in youth education.
Another aspect of her strategy is her focus on practical integration of AI-related skills and formats in education. She visited the Schülerforschungszentrum Weimar, a student research center fostering young people’s engagement with technology, demonstrating her commitment to promoting AI literacy and digital skills at the school level.
As a speaker at events like the Smart Country Convention 2025, Minister Prien contributes to discussions on digital state modernization, which encompass educational digitalization including AI usage. This underscores governmental support for diverse and practical AI task formats in schools.
Minister Prien also collaborates with institutions such as the Leibniz Institute for Media Research, suggesting interdisciplinary support for integrating AI literacy, digital skills, and media research into educational curricula.
Though the search results do not provide a detailed description of the exact formats being developed, the evidence points to a structured, research-informed, and ethically aware framework championed by Minister Prien. This framework is supported through reports, research centers, workshops, and digital innovation forums to promote AI integration tailored for schools in Germany.
Prien acknowledges that these projects are large and have significant investment needs. She notes that collaboration among states may occur for the development of these new task formats, and the federal government can provide support for these projects as well. She also mentions that some exam formats allow calculator use and others do not, and the same will apply to AI.
The use of AI as a learning tool can help relieve teachers, offer great opportunities to better support children with special needs, and provide significantly improved, individualized learning experiences. Minister Prien's advocacy for AI-integrated learning in schools marks a significant step towards modernizing education in Germany.
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