Cyprus is making progress in the digital transformation of education, with digital skills embedded in the curriculum and Artificial Intelligence beginning to form part of what pupils learn at school, according to a new report by the Eurydice Network.
The report examines 38 European education systems, looking at digital infrastructure, pupils’ skills, teacher training and Artificial Intelligence, and provides a picture of where Cyprus stands in the transition towards digital education.
AI enters the curriculum
One of the report’s key findings for Cyprus concerns the inclusion of digital skills in the education system, with digital education forming part of the curriculum.
Particular attention is now being placed on Artificial Intelligence.
Cyprus is among 12 of the 38 education systems examined that have incorporated AI-related skills into their curricula.
From the 2024/25 school year, AI-related skills were introduced at lower secondary level through the Computer Science curriculum and are subject to assessment.
Among other things, pupils are expected to learn how to identify AI applications, create and improve prompts and critically evaluate the results produced by AI systems.
Broader AI strategy still developing
Despite these steps, the report indicates that Cyprus’ wider approach to AI in education is still under development.
For Cyprus, it records the establishment of an expert group and preparations for related initiatives.
Across Europe more broadly, 24 education systems already have at least one central policy framework covering AI or other emerging technologies.
Teachers also being prepared
The report also addresses the digital preparation of teachers.
In Cyprus, those undergoing initial teacher education are required to complete a course covering computer skills and their use in teaching.
Schools also provide for the role of digital coordinators. In Cyprus, however, their role is focused primarily on technical support.
Differences remain across Europe
The Education Ministry said the Eurydice report examines whether European education systems are equipping pupils with the digital skills they need and preparing teachers to make effective use of new technologies.
Despite the overall progress recorded, significant differences remain between education systems in terms of digital infrastructure, technical support and access to advanced digital tools.
The findings therefore place Cyprus among the European education systems already bringing AI-related competencies into the classroom, while also highlighting areas where further policy development, infrastructure and support will be needed as digital technologies assume a greater role in education.
