Around 150 third-year Education students at the University of Girona (UdG) took part in training activities developed within the Erasmus+ project AI2ImproveFLL, held between 16 and 18 September 2026.
The training was carried out through a collaboration between the UdiGitalEdu and GREPAI research groups at the University of Girona and was led by Karo Kunde, lecturer of the course English: Competency-Based Learning.
The participants were students from three different Education degree programmes enrolled in this third-year course. As future teachers, they represent a particularly relevant group for the project: AI is already transforming how languages can be learned and taught, and teacher education has an important role to play in helping new educators approach these technologies critically, ethically and with a clear pedagogical purpose.
As part of the initiative, the students worked through Modules 1 and 2 of the AI2ImproveFLL training course. Through the activities, they explored the possibilities and limitations of Artificial Intelligence in foreign language education and considered how AI can support teachers’ work while remaining grounded in sound pedagogical principles.
Bringing the first two modules of the course into initial teacher education at UdG provided an opportunity to engage a large group of future educators in these questions at an early stage of their professional development. Beyond learning about particular AI tools, students were encouraged to reflect on the changing role of teachers and learners, the pedagogical choices behind the use of AI, and the need to keep human judgement and educational purposes at the centre.
The experience also contributes directly to one of the central objectives of AI2ImproveFLL: strengthening the AI literacy of pre-service and in-service language teachers and teacher educators, while developing a professional-development model that can be used and adapted across different European educational contexts.
For the University of Girona, the training represents another step in connecting research, teacher education and classroom practice, while giving future teachers the opportunity to critically explore technologies that are likely to play an increasingly important role throughout their professional careers.
