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Call key data
Digital Education: AI-powered Personalised Learning Pathways for Basic Skills
Funding Program
Erasmus+
Call number
ERASMUS-EDU-2026-POL-EXP-T03-DIGITAL-BS
deadlines
Opening
06.01.2026
Deadline
08.04.2026 17:00
Funding rate
80%
Call budget
€ 5,000,000.00
Estimated EU contribution per project
max. € 1,000,000.00
Link to the call
Link to the submission
Call content
short description
European policy experimentations are transnational cooperation projects that involve developing, implementing and testing the relevance, effectiveness, potential impact and scalability of activities to address policy priorities in different countries. By combining strategic leadership, methodological soundness, and a strong European dimension, they enable mutual learning and support evidence-based policy at European level.
Call objectives
Basic skills are instrumental in enabling citizens to fully participate in society, the labour market, and lifelong learning. As highlighted in the Action Plan on Basic Skills adopted on 5 March 2025, basic skills (literacy, numeracy, science, digital and citizenship skills) are vital for everyone’s personal development and participation in society, economy, labour market and democratic life. Basic skills acquisition starts at an early age in school education and is crucial throughout life. However, many European countries have been facing a decline in basic skills achievement. For instance, PISA results show that around 30% of the 15-year-olds have challenges in understanding and applying mathematics in real-life situations and learning environments, and 25% in understanding basic texts or applying simple scientific knowledge, which hinders their personal and professional development. Added to this are the increasingly necessary digital skills, particularly with the growing role of artificial intelligence, supporting learners to critically and confidently engage with learning, personal and professional life. These skills complement the broader citizenship competences required for active participation in society.
With the rise of digital learning platforms and learning management systems, new possibilities for skills development and personalised education are emerging. Combined with advances in technology, they make it possible to design tailored learning journeys, such as personalised learning pathways. A Personalised Learning Pathway (PLP) refers to a tailored and adaptive approach to learning that is designed to meet the unique needs, abilities, sustained engagement/interests, and learning styles of an individual learner, in order to help achieve the best possible progress and outcomes. The application of such flexible, personalised, and accessible learning pathways can cater to diverse individual learning needs, support closing skills gaps and enhance student performance. PLPs can help learners receive targeted and immediate support adapted to their needs and in this way close knowledge gaps but also increase curiosity to learn more and advance quickly. It is therefore essential to support the ethical, transparent and quality development and implementation of personalised learning pathways for acquiring basic skills, ensuring that education and training systems are inclusive, effective, and responsive to the needs of all learners, across school education and initial vocational education and training levels.
PLPs can leverage Artificial Intelligence in creating customised learning plans that take into account learners’ strengths, weaknesses, and goals, and provide a flexible and responsive learning environment that adjusts to their progress and needs over time.
Projects under this topic will aim to foster the application of (ethical, transparent, and explainable) AI-based PLPs at school education and initial VET level, specifically addressing learners at EQF levels 1 to 4.
The projects should target one or more of the basic skills focusing on the priorities below (projects should show awareness of all priorities, but the depth and focus can vary depending on the project’s scope):
- Support the deployment of AI-powered PLPs for basic skills development: leveraging PLPs that use AI, machine learning, or other innovative methods to tailor learning journey, content and pace to individual learners' needs.
- Improve basic skills acquisition: improving learners' skills in the basic skills set, as laid out in the Action Plan on Basic Skills, to enhance their learning process and increase their employability and participation in society, through an interdisciplinary approach.
- Measure the improvement of basic skills education: learning progress and basic skills development should be made measurable through student and teacher dashboards and learning analytics, complemented by systematic feedback collection from learners and educators.
- Enhance innovative pedagogies and approaches, by supporting adaptive, data-driven teaching, learning, and assessment methods (such as micro-learning and competency-based progress) enabling schools to foster effective, learner-centred, and inclusive environments that strengthen basic skills, to enhance the effectiveness education and training for basic skills provision.
- Foster a level-playing field among learners: proposing innovative pedagogical approaches to use AI-based PLPs in a collaborative environment that supports learners at different levels of attainment to progress together and inclusively towards shared learning goals.
- Promote an effective and ethical use of AI in education, ensuring the AI systems used are transparent, explainable, ethical and in accordance with European data and privacy regulations.
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Expected effects and impacts
Projects should address three or all of the expected outputs described below. Projects can propose additional outputs.
- Evidence-based framework(s) for AI-powered PLPs in basic skills: a common EU framework consisting of quality criteria, pedagogical models, assessment criteria and tools (such as teacher dashboards) and ethical guidelines to ensure AI-powered PLPs improve literacy, numeracy, science, digital and citizenship skills in an inclusive and transparent way.
- Validated pilots implemented in multiple countries, with measurable learning impact across diverse school and initial VET contexts, with robust evaluation showing measurable progress in basic skills acquisition, reduction of basic skills gaps, improved learner motivation, that enhance – not replace – the teacher’s role. Projects should prioritise open-source technologies and standards, data sovereignty, EU-based and ethical AI, and full alignment with EU values and regulations.
- Practical toolkits and capacity-building resources for educators, such as ready-to-use guidelines, training modules, and support materials that enable teachers and school leaders to integrate AI-based PLPs safely and effectively into everyday practice.
- Actionable policy recommendations supported by real-world data for EU and national policymakers, grounded in piloting evidence, to support upscaling of personalised learning platforms to boost basic skills while safeguarding privacy, inclusion, and learner autonomy.
Projects should leverage relevant initiatives under the Action Plan on Basic Skills, the Digital Education Action Plan and any other relevant actions under the Union of Skills.
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Expected results
Projects should address three or more of the activities described below. Projects can propose additional activities.
- International, multilingual, and scalable pilots on the use of AI-powered PLPs for basic skills development that are ethical, effective, purposeful, and pedagogically underpinned. Projects should prioritise open-source technologies and standards, data sovereignty, GDPR compliance, EU-based and ethical AI, interoperability, sustainability, and alignment with EU values and regulations. Design of evidence-based materials and structured use cases (describing in a systematic and organised way the quality and effective interactions between a system and its users) of relevant AI-based PLPs for basic skills development that can be disseminated and easily implemented at organisational level.
- Methodologically robust research and analysis to identify, map, and analyse the effective use and the impact (on teaching, training, learning, assessment and on learning outcomes) of existing AI-based PLPs for basic skills on teaching, training, learning, and assessment in school education and initial VET.
- Analysis to identify challenges and success factors in the deployment of AI-based PLPs for basic skills development.
- Development of questionnaires or other assessment methods (including qualitative ones) for evaluating the effectiveness of AI-based PLPs for basic skills development.
- In-depth interviews with educators, learners, and other stakeholders.
- Development of guidelines on the critical use of AI-based PLPs for basic skills development that can be disseminated and easily implemented from organisational level to a large scale.
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Eligibility Criteria
Regions / countries for funding
Albania (Shqipëria), Bosnia and Herzegovina (Bosna i Hercegovina / Босна и Херцеговина), Faeroes (Føroyar / Færøerne), Iceland (Ísland), Kosovo (Kosova/Kosovë / Косово), Liechtenstein, Montenegro (Црна Гора), North Macedonia (Северна Македонија), Norway (Norge), Serbia (Srbija/Сpбија), Switzerland (Schweiz/Suisse/Svizzera), Türkiye, United Kingdom
eligible entities
Education and training institution, Non-Profit Organisation (NPO) / Non-Governmental Organisation (NGO), Other, Private institution, incl. private company (private for profit), Public Body (national, regional and local; incl. EGTCs), Research Institution incl. University, Small and medium-sized enterprise (SME)
Mandatory partnership
Yes
Project Partnership
In order to be eligible, the applicants (beneficiaries and affiliated entities) must:
- be legal entities (public or private bodies) active in the field of education and training, research and innovation or in the world of work.
- be established in one of the eligible countries, i.e.:
- Erasmus+ Programme Countries:
- EU Member States (including overseas countries and territories (OCTs))
- non-EU countries: listed EEA countries and countries associated to the Erasmus+ Programme (list of participating countries).
- Erasmus+ Programme Countries:
- for higher education institutions (HEIs) established in Erasmus+ Programme Countries (see above): be holders of a valid ECHE certificate (Erasmus Charter for Higher Education
Proposals must be submitted by a consortium of at least 5 applicants (beneficiaries; not affiliated entities) from a minimum of 3 different EU Member States or third countries associated to the Programme.
Organisations from third countries not associated to the Programme can be involved as associated partners (not as beneficiaries and affiliated entities). Organisations from Belarus and Russia are not eligible to participate as associated partners.
Affiliated entities and associated partners do not count towards the minimum eligibility criteria for the consortium composition and cannot be coordinator.
other eligibility criteria
Specific cases
Natural persons — Natural persons are NOT eligible (with the exception of self-employed persons, i.e. sole traders, where the company does not have legal personality separate from that of the natural person).
International organisations — International organisations are NOT eligible.
Entities without legal personality — Entities which do not have legal personality under their national law may exceptionally participate, provided that their representatives have the capacity to undertake legal obligations on their behalf, and offer guarantees for the protection of the EU financial interests equivalent to that offered by legal persons.
EU bodies — EU bodies (with the exception of the European Commission Joint Research Centre) can NOT be part of the consortium.
Associations and interest groupings — Entities composed of members may participate as ‘sole beneficiaries’ or ‘beneficiaries without legal personality’.
Countries currently negotiating association agreements — Beneficiaries from countries with ongoing negotiations for participation in the programme (see list of participating countries) may participate in the call and can sign grants if the negotiations are concluded before grant signature and if the association covers the call (i.e. is retroactive and covers both the part of the programme and the year when the call was launched).
EU restrictive measures — Special rules apply for entities subject to EU restrictive measures under Article 29 of the Treaty on the European Union (TEU) and Article 215 of the Treaty on the Functioning of the EU (TFEU). Such entities are not eligible to participate in any capacity, including as beneficiaries, affiliated entities, associated partners, subcontractors or recipients of financial support to third parties (if any).
EU conditionality measures — Special rules apply for entities subject to measures adopted on the basis of EU Regulation 2020/2092. Such entities are not eligible to participate in any funded role (beneficiaries, affiliated entities, subcontractors, recipients of financial support to third parties, etc). Currently such measures are in place for Hungarian public interest trusts established under the Hungarian Act IX of 2021 or any entity they maintain (see Council Implementing Decision (EU) 2022/2506, as of 16 December 2022).
Additional information
Topics
Relevance for EU Macro-Region
EUSAIR - EU Strategy for the Adriatic and Ionian Region, EUSALP - EU Strategy for the Alpine Space, EUSBSR - EU Strategy for the Baltic Sea Region, EUSDR - EU Strategy for the Danube Region
UN Sustainable Development Goals (UN-SDGs)
project duration
between 24 and 36 months
Additional Information
Proposals must be submitted electronically via the Funding & Tenders Portal Electronic Submission System. Paper submissions are NOT possible.
Proposals must be complete and contain all the requested information and all required annexes and supporting documents:
- Application Form Part A — contains administrative information about the participants (future coordinator, beneficiaries and affiliated entities) and the summarised budget for the project (to be filled in directly online)
- Application Form Part B — contains the technical description of the project (template to be downloaded from the Portal Submission System, completed, assembled and re-uploaded)
- Part C — contains additional project data and the project’s contribution to EU programme key performance indicators (to be filled in directly online)
- mandatory annexes and supporting documents (templates to be downloaded from the Portal Submission System, completed, assembled and re-uploaded):
- detailed budget table
- list of previous projects (key projects for the last 4 years) (template available in Part B)
Please be aware that since the detailed budget table serves as the basis for fixing the lump sums for the grants (and since lump sums must be reliable proxies for the actual costs of a project), the costs you include MUST comply with the basic eligibilityconditions for EU actual cost grants (see AGA — Annotated Grant Agreement, art 6). This is particularly important for purchases and subcontracting, which must comply with best value for money (or if appropriate the lowest price) and be free of any conflict of interests. If the budget table contains ineligible costs, the grant may be reduced (even later on during the project implementation or after their end).
At proposal submission, you will have to confirm that you have the mandate to act for all applicants. Moreover, you will have to confirm that the information in the application is correct and complete and that all participants comply with the conditions for receiving EU funding (especially eligibility, financial and operational capacity, exclusion, etc). Before signing the grant, each beneficiary and affiliated entity will have to confirm this again by signing a declaration of honour (DoH). Proposals without full support will be rejected.
Proposals are limited to maximum 40 pages (Part B).
Call documents
Call Document ERASMUS-EDU-2026-POL-EXPCall Document ERASMUS-EDU-2026-POL-EXP(925kB)
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