Policy Documents ETUCE Position on the impact of ChatGPT and other generative Artificial Intelligence on the teaching profession ETUCE Position on the impact of ChatGPT and other generative Artificial Intelligence on the teaching profession EN FR RU Related Items Articles 25 March 2026 ETUCE Workshop in Tbilisi: Building a Union Strategy for Artificial Intelligence in Education Read more Articles 16 March 2026 European Commission publishes new Digital Education Guidelines; ETUCE contributes as member of expert group Read more Opinion Pieces 5 January 2026 From Faustian Pacts to Democratic Guardrails: Teachers Take the Lead on AI by John MacGabhann, ETUCE President John MacGabhann Read more Policy Documents 17 November 2025 ETUCE-EFEE Joint Programme of Actions on Digital Transition in Higher Education and Research 1 Attachments Policy Documents 26 August 2025 Defending Europe’s Digital Sovereignty and Democratic Values Against Deregulation Pressures 1 Attachments Articles 17 November 2022 Improving the provision of digital skills in education. What are the needs of teachers? Read more
ETUCE Position on the impact of ChatGPT and other generative Artificial Intelligence on the teaching profession EN FR RU
Articles 25 March 2026 ETUCE Workshop in Tbilisi: Building a Union Strategy for Artificial Intelligence in Education Read more
Articles 16 March 2026 European Commission publishes new Digital Education Guidelines; ETUCE contributes as member of expert group Read more
Opinion Pieces 5 January 2026 From Faustian Pacts to Democratic Guardrails: Teachers Take the Lead on AI by John MacGabhann, ETUCE President John MacGabhann Read more
Policy Documents 17 November 2025 ETUCE-EFEE Joint Programme of Actions on Digital Transition in Higher Education and Research 1 Attachments
Policy Documents 26 August 2025 Defending Europe’s Digital Sovereignty and Democratic Values Against Deregulation Pressures 1 Attachments
Articles 17 November 2022 Improving the provision of digital skills in education. What are the needs of teachers? Read more