The role of the European Union in shaping an ethical and legal framework for artificial intelligence (AI) in education

Abstract

Purpose: This article analyzes the role of the European Union (EU) in shaping an ethical and legal framework for the use of artificial intelligence (AI) in education. It investigates how European institutions aim to ensure trustworthy, transparent, and human-centered AI, while also addressing the challenges of implementation across Member States. Methodology: The study adopts a normative and documentary research design, drawing on EU policy strategies, legislative initiatives, and ethical guidelines. It further includes a case study of Romania, examining the extent to which European orientations are reflected in national education systems, with a focus on institutional readiness, digital capacity, and teacher training. Findings: The analysis reveals a gap between high-level EU strategies—such as the proposed AI Act, the Digital Education Action Plan, and the Ethics Guidelines for Trustworthy AI—and the practical preparedness of Member States. Romania exemplifies these challenges, showing deficiencies in digital infrastructure, lack of teacher training, and absence of clear ethical standards. These discrepancies highlight the risks of fragmented governance and inconsistent adoption of AI in education. Originality/Contribution: By combining normative analysis with a country-level case study, the article contributes to the academic debate on AI governance in education. It demonstrates the tension between innovation and fundamental rights and provides insights into the institutional and ethical conditions necessary for effective implementation. Practical Implications: The study offers policy recommendations to strengthen teacher training, ensure algorithmic transparency, and establish certification and oversight mechanisms. It underscores the need for coordinated governance to safeguard equity, trust, and democratic values in the integration of AI in education.

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