From 5 to 9 October 2026, students and educators from Spain, Finland, Poland and Greece came together in Seville for the third transnational learning activity of the Erasmus+ project From Interaction to Co-Creation: AI’s Role in the Classroom.
Hosted by our Spanish partners, the week brought together a wide range of learning experiences combining technology, creativity, culture, environmental education and collaborative activities.
Throughout the week, participants took part in activities including illustrated storytelling, board games, AI-supported game design, robotics with Tinkercad, multilingual challenges, music creation, environmental activities, cooperative sports and collaborative artistic work. The programme also gave participants the opportunity to experience elements of Andalusian culture, including flamenco, music and local traditions.
From different activities to different ways of learning
A central objective of this mobility was to explore inclusion and personalised learning and to consider how Artificial Intelligence can help educators respond to different learner needs.
One of the activities developed by NEXUS focused specifically on this question.Participants first explored the same cultural topic through different forms of presentation, including images, sound, video, movement and spoken explanation, and reflected on which formats helped them understand and engage with the content most effectively. The purpose was not to identify one “best” way of learning. Instead, the activity highlighted something much more important:
different learners may engage with and understand the same content in different ways.
Meeting the AI Learning Buddies
To take this idea further, NEXUS introduced a series of AI Learning Buddies. Each Learning Buddy represented a fictional young learner with a particular combination of interests, preferences, strengths and learning barriers. The buddies were designed to become members of the student–teacher teams rather than simply AI tools providing answers. Teams interacted with their buddy to better understand the learner’s perspective and then worked together to design ways of presenting cultural content that could be more accessible and engaging for that particular learner.
The AI therefore had two complementary roles:
- as an Empathy Buddy, helping participants think about the experience of a specific learner;
- and as a Design Buddy, asking questions that helped teams clarify and refine their own ideas.
Importantly, the AI did not replace the students’ or teachers’ decisions. The participants remained responsible for deciding what they wanted to communicate, how they wanted to communicate it and which tools could support their final creation.
Learning by creating
The activity connected inclusion with creativity and practical design. Rather than discussing personalised learning only in theory, participants were encouraged to think as designers:
Who are we designing for? What might help this learner? What format could make the content easier to understand, more engaging or more accessible?
This process reflected one of the main ideas behind the AICC project: moving beyond simply interacting with AI and towards thoughtful human–AI co-creation.
A week of European learning and exchange
Beyond the individual activities, the mobility created opportunities for students and educators from four European countries to learn together, experience another school environment and share different educational and cultural perspectives.
For NEXUS, the week also provided another opportunity to test and refine approaches for using AI not simply as a content-generation tool, but as a structured partner in inclusive learning design, reflection and co-creation.
The experience and the Learning Buddy methodology will now contribute to the next stages of the project and to the practical resources being developed for educators.
