AI accelerator for schools - Czech Republic

AI Accelerator for Schools is a comprehensive program that contributes to the transformation of the Czech education system to meet the requirements of the era of artificial intelligence. The pilot phase takes place in six schools, where a comprehensive transformation of the functioning of the institution is tested over a period of 3 years. It is not only about changes in teaching, but also about adjusting school processes, management, communication and overall culture. The project includes the creation of strategies, work with data, automation of administration, development of teachers and innovation of teaching methods. It builds on a systematic approach and connects pedagogy, technology and well-being.

The AI accelerator, which helps schools systematically manage the rapid advent of AI, is implemented by the AI organization for children in cooperation with experts from partner organizations. The project responds to a situation where AI teachers are already routinely using it, but school leaders often do not have a clear strategy on how to involve it in the functioning of the entire institution. At the same time, it meets the goals for education of the National AI Strategy 2030. Six different types of schools were selected for the pilot phase (Líbeznice Primary School, Písek Primary School, Mukařov Primary School, Palachova Ústí nad Labem Primary School, Černošice Primary School, Zeleneč Primary School). The change in the project is not driven "from above" by external experts, but through the so-called leader/leader of change – a key person within the school who acts as an internal engine of innovation. Mentoring schools is also an important pillar. The project is structured around six key areas that have the potential to transform the functioning of the school as a whole:

1. Development of teachers: Setting up digital literacy for sure and meaningful use of generative AI in practice.
2. School culture and communication: Mapping and developing environments to promote trust and openness to learning.
3. Evaluation methodology: Use of data and AI to support formative assessment and feedback.
4. Administration: Identify and automate routine activities that save time for both management and teachers.
5. The school's educational strategy: Supporting leaders in developing a strategy using data tools.
6. Inclusion: Personalized support of pupils and preparation of differentiated materials using AI.

The pilot phase of the AI accelerator showed that the main barriers to the uptake of AI in schools lie not in technology, but in management and culture. Teachers are not reluctant to change – almost half entered the project with a supportive attitude – and the technical expertise itself does not prove to be a key factor. Leadership, on the other hand, plays a crucial role: schools with strong and strategic leadership are advancing significantly faster.

The change turns out to be primarily organisational – it opens up issues of congestion, unclear processes or sharing – and requires clear anchoring in documents, responsibilities and management support. At the same time, it is confirmed that cooperation between schools does not arise automatically and that the biggest tension is not about AI itself, but about school culture and rules, which is crucial for realizing the technological potential. The project has a high potential for portability – its model (a combination of training, mentoring and practical examples of implementation) can be adapted by other schools, in other regions or countries.