Existing foundation
Train the teacher
Build AI competence, pedagogy and responsible practice.
Red IDAHES · European collaboration proposal
European AI Skills & Competence Ecosystem for VET
Teacher capability. Authentic learning. Skills evidence that travels across Europe.
Building on AI teacher training with K-tuin Education, IAcademia and the UCAM Chair in AI, we invite vocational education and training partners to develop the next stage together.
For the EfVET community, 2026
A connected learning cycle
- 1Train the teacher
- 2Create with AI
- 3Train the learner
- 4Evidence competence
- 5Map to frameworks
- 6Share across Europe
Human judgement at every stage
The opportunity
Teacher development and skills evidence belong together
Teachers need the competence to design responsible AI-supported learning. Learners need opportunities to demonstrate vocational skills through authentic tasks.
Our European proposal connects both needs: teachers create scenarios, learners practise, and assessors build evidence that other institutions can interpret and adapt.
Available foundationThe existing teacher-training programme and online campus.Proposed next stageA European network of pilots, assessment methods and shared scenarios.
The same six steps as the presentation
A connected European ecosystem
Teacher training provides the foundation. Partners would co-design and validate the five stages that follow.
Proposed development
Create with AI
Turn a real workplace task into a teacher-reviewed scenario.
Proposed development
Train the learner
Practise decisions in an authentic vocational context.
Proposed development
Evidence competence
Review performance, reasoning and communication.
Proposed development
Map to frameworks
Relate learning outcomes to EQF, ESCO and national standards.
Proposed development
Share across Europe
Adapt reviewed scenarios across languages, sectors and countries.
Step 1 · Existing training foundation
AI teacher training with a clear progression
Five modular areas combine AI foundations, data, ethics, pedagogy and professional development. Teachers work on practical outputs they can adapt to their institution.
5microcredential areas
20modular courses
325taught hours
MC 01AI foundations
3 courses 45 h
- What artificial intelligence is15 h
- Evaluation and prompt engineering in the classroom15 h
- Educational co-design of AI solutions15 h
MC 02Assessment & data
4 courses 65 h
- Data protection and GDPR in AI contexts15 h
- Fair assessment and bias detection15 h
- Cybersecurity in AI systems20 h
- The AI Act and AI system auditing15 h
MC 03Ethics & responsible AI
4 courses 65 h
- Ethical foundations of AI15 h
- Algorithmic bias and acceptable use policies15 h
- AI governance and regulatory compliance15 h
- Ethical educational research with AI20 h
MC 04Pedagogy with AI
5 courses 85 h
- AI for teacher productivity and planning15 h
- Instructional design with AI15 h
- Intelligent tutoring systems20 h
- Personalised learning and human oversight15 h
- Augmentation, substitution and research with AI20 h
MC 05Professional development
4 courses 65 h
- Automating teaching tasks with AI15 h
- Teacher communities of practice15 h
- Classroom action research20 h
- AI leadership and teacher mentoring15 h
University pathway
The programme is structured around five microcredentials and an applied final project. The proposed Expert route comprises 13 ECTS for the pathway and 3 ECTS for the final project. UCAM must confirm the award, credit allocation, entry requirements and fees for each intake.
A university-specific Expert qualification is distinct from an official university degree. Recognition by another institution or country depends on its own rules.
Learning through practice
Workshops, case studies and collaborative tasks lead to teaching resources, assessment rubrics and institutional protocols. Teachers retain pedagogical responsibility and review AI outputs.
A route for teachers and institutions
Explore an individual microcredential area or a broader institutional pathway with training, community support and mentoring. Scope, delivery language, calendar and academic conditions are agreed before enrolment.
Steps 5–6
Evidence that others can understand and reuse
EQF
A reference for the level of learning outcomes. The proposed pilot focuses on tasks at levels 3–6.
About the framework ↗ESCO
A shared vocabulary for occupations, skills and knowledge.
About ESCO ↗National standards
The occupational requirements and assessment context of each participating country and sector.
Proposed shared library
Create locally. Adapt across Europe.
Each reviewed scenario would include learning outcomes, teaching notes, a rubric, local adaptations and reuse permissions. Mapping to frameworks supports interpretation; it does not automatically grant a qualification or cross-border recognition.
A proposal for participating institutions
Three years to design, validate and share
Design & pilot
Agree partners and sectors, train the first teacher cohort and develop 15–20 prototype scenarios.
Validate & extend
Test across countries, review evidence capture and framework mapping, and develop the library.
Share & sustain
Publish reviewed outputs and agree reuse models, governance and maintenance.
Years run from the agreed project start. Targets, partner roles and funding remain proposals. Erasmus+ KA220 is a candidate funding route. A possible CoVE initiative would require its own scope, eligibility assessment and timetable.
What should the pilot test?
Teacher capability, learner performance, consistency between assessors and the ability of another institution to adapt a scenario. Partners would agree the measures and success criteria before implementation.
The foundation behind the proposal
Educational experience, AI expertise and academic rigour
K-tuin Education
Educational transformation, relationships with VET providers and implementation support.
IAcademia
Applied AI consultancy, including expertise in healthcare, together with teacher-training methodology, course content and the online campus.
UCAM Chair in AI
Academic rigour, a research perspective and the framework for university pathways, subject to the relevant academic approvals.
Resources for educational leaders
The existing 124-page leadership guide supports institutional planning and responsible AI adoption. It is currently available in Spanish.
Free guide for European VET leaders
Leading responsible AI in vocational education
A 30-day starter guide: from strategy to a first pilot. Build teacher capability, design authentic learning and make competence visible.
- Readiness checklist
- 30-day action plan
- Pilot brief
- Evidence review worksheet
12 pages · PDF · European edition, October 2026
An invitation to the EfVET community
Let’s build the European ecosystem together
We invite VET pilot institutions, sector experts, assessment partners, universities and networks to explore a role in the project.
The next step is a scoping conversation: your country and sector, the learners you serve, and the contribution you would like to make.
Email the project team ↗Write to info@iacademia.es in English, mentioning “EfVET European proposal” or “Teacher training”. You can also use the existing enquiry form in Spanish.
Prepare your expression of interest
Use this short brief to start the conversation.
- Institution, country and contact person
- Vocational sector and learner profile
- Teacher training, pilot delivery or assessment expertise
- A workplace task you would like to develop
Questions before we start
Is the European ecosystem already operational?
The teacher-training foundation exists. The European pilots, common evidence approach, cross-border library and consortium described here are proposals for co-development and validation.
Does this English website mean all courses are available in English?
No. This is the English project overview. Delivery language, translations and local support must be confirmed for each group before enrolment.
Does participation guarantee a European qualification?
No. Training awards follow the confirmed academic conditions. Proposed EQF and ESCO mapping helps describe learning outcomes and evidence, but recognition requires the relevant institutional or national procedures.
How do teacher training and the European pilot relate?
Teacher training is the first step. The proposed pilot builds on that foundation to develop and test vocational scenarios, assessment methods and reusable resources with participating partners.