AIM4 Quality Education
Discover the Project

AIM4 is an acronym (Artificial Intelligence Methodology For…), but it also refers to the well-known SDG number 4 of the 2030 Agenda: in fact, realizing quality education necessarily passes through the innovation of teaching-learning practices and technologies.

This is especially important given that the 2020 European Commission Digital Education Action Plan consultation found that:

  • almost 60% of the respondents had not used distance and online learning before the Covid-19 Pandemic crisis;
  • 95% consider that the Covid-19 Pandemic crisis marks a point of no return for how technology is used in education;
  • a vast majority of the respondents say that online learning resources and content need to be more relevant, interactive, and easy to use.

The project features a diverse yet very specific partnership, that puts together information technology professionals, teachers, learning designers and… students! The partners behind the Erasmus+ project AIM4 Quality Education are:

EvidenceB (France)
Osnovno Uchilishte Hristo Smirnenski (Bulgaria)
Benefit Company (Italy)
Lycée Paul Valéry (France)
OpenCom I.S.S.C. (Italy)
Laboratoire Techné (France)
Agrupamento de Escolas de Montemor-o-Novo (Portugal)
Ufficio Scolastico Regionale per la Toscana (Italy)

AIM4 target groups are teachers and students in early secondary education, from grades 7 to 9 (11 to 14 years old): we believe that this is a crucial point of education, when students move from the general and comprehensive curricula of primary education to the specific requirements of a secondary curricula. Students of this age are expected to broaden their key skills in the areas of decision-making, communication, and critical analysis: this necessarily creates challenges for everybody is involved in the process of fostering broad and balanced educational impacts.

The project will focus on artificial intelligence, opening an interesting window over the innovation scenarios within schools education: if used wisely and when it serves the needs of educators, AI can turn into a powerful tool, an engaging methodology, an inclusive approach. Educators are in the driver’s seat when it comes to designing and developing AI-based systems: the purpose of the AIM4 project is to provide teachers and school leaders with a critical role in defining a clear purpose for AI in the classroom, and to be trained to understand and utilize it effectively.

AIM4 will provide teachers with training and professional empowerment to support the embedding of digital approaches (adaptive learning) in the classroom: this process will be a carried out also thanks to this web platform, on which specific e-learning modules will be made available to teachers, thanks to which they can deepen their knowledge of AI and application methodologies in the school environment.

The teachers will then be provided with a new, bespoke and state of-art AI-based adaptive learning module, to roll out across 2 classes per school (grades 7-9); the practice will be observed, the evidence gathered and evaluated, and the entire process will be monitored by visitors to the online platform through gradual and constant updates, in the form of reports and free narratives, both by teachers and by students under their g

 At the end of the financed period that will last 3 years, the AIM4 project will produce a final AIM4 Quality Education Report and Framework, highlighting the areas of readiness, resilience, and capacity, in relation with innovative digital approaches to education from the school perspective.

We are convinced that AIM4 will help to also develop awareness in students of the ethical and moral dimensions of using AI technologies, investigating issues such as racial bias in automated systems (i.e., facial recognition). For this reason, the project will reserve a dedicated activity, called “digital scrapbooks”, that will encourage the students to record their thoughts and feedbacks (the result of this activity will be available for every visitor of the platform as soon as checked and edited).

The AIM4 project results are expected to break new ground in the ways to innovate classroom teaching methodologies with a well-considered introduction of adaptive learning technologies.

The partnership that supports AIM4 believes that the project could potentially create impacts across the EU and beyond, now starting with a testbed of four schools across four countries (who will be collaborating on the implementation and adoption of the innovative AI-based module, sharing knowledge and experience), but it will be widely disseminated soon after the end of the financed period.
“Helping teachers to help students”

EvidenceB is a French start-up, founded in 2017, that develops and deploys adaptive learning modules focused on fundamental knowledge, for students from primary to high school and their teachers. The resources are based on cognitive science research (how children’s brains learn), artificial intelligence (how to adjust to each individual the activity that suits them) and UX interface, to stimulate learning and intrinsic motivation of the student.
Hristo Smirnenski Primary School

Hristo Smirnenski Primary School is located in a small town in the region of Plovdiv, the second biggest town in Bulgaria.

Hristo Smirnenski Primary School is  one of the most modern schools in the region. It is recognized by Microsoft as Microsoft Innovative School. This award is given to schools that have begun the road of digital transformation using interactive Microsoft tools. The school also has an eTwinning school label. It is awarded by the National media coalition and got “Digital star” certificate for all activities carried about Media literacy and disinformation. Hristo Smirnenski has created its own strategy for developing STEM education at school. The school opened a new STEM centre where students are engaged in Lego robotics and a lot of programmable devices and robots.

Civicamente Srl – Società Benefit
Digital education company, specialized in the development of Meet & Learn platforms and in the production of digital teaching tools, with a proprietary methodological approach inspired to CSSC learning.
Cité Scolaire Paul Valéry
Paul Valéry school group ( La Cité scolaire Paul Valéry) is composed of a middle school and a high school. The school also welcomes intensive two -year post baccalaureate courses designed to prepare selected students for entry to the «Grandes Ecoles».
Our school is located in the south east of the 12th district of Paris, near the Bois de Vincennes.
There are 445 students in the middle school, and 921 students in the High school.
Paul Valéry school is well-known for its training course in cinema. It also provides students with a range of sections.
For instance in the middle school, the students can have the opportunity to join the European section ( from year 8 to year 10). There is also a swimming section ( from year 7 to year 10). Achieving excellence in sport is really important in our school. Indeed students with a good level of sports practise and registered with a sport club are given the possibility to have an adaptated school timetable. These classes are called «CHASE»: Classe à horaires aménagés sportifs d’excellence.
Moreover inclusive education is essential in our school. A «UPE2A class» has been created to welcome non-French speaking students. Thanks to this structure within our school, the students can be immersed in some regular paced French classes with the other students.
A localized unit welcomes students with special educational needs, and more specifically children with autism. This structure is called ULIS (unités localisées pour l’inclusion scolaire).
In the High School:
Paul Valéry High school offers excellence in sports with badminton and swimming sections. There are European sections in English and in Italian, training courses in Cinema and Arts. And a « UPE2A class » welcomes non-French speaking students.
Paul Valery School group is to undergo some changes in the years to come. As a matter of fact, renovation work will soon be carried out with the aim of setting up the first artificial intelligence campus in France. Our school is looking to the future. Since 2018, the Fablab has been an innovative project bringing together students of different backgrounds and ages. It has become a space dedicated to computer science, innovation, and digital creation.
Raising awareness of A.I among the public ( students, educational community, Paris inhabitants…) is the aim of this future A.I Campus.
OpenCom I.S.S.C.
Founded in 2011, OpenCom is a private social enterprise, active in non-formal and work-related training, social research and responsibility, integrated reports and sustainability reports. Our expertise is related to the elaboration of innovative training modules, which respond to the new trends of the labor market and provide youngsters with skills that foster their employability.
Over the course of the last years, OpenCom has experienced a tremendous process of growth, to the point of currently representing of the most interesting business realities at national level, as showed by the results achieved in 2018, when it has become Eurodesk Center for the Province of Arezzo.
Laboratoire Techné
Agrupamento de Escolas
de Montemor-o-Novo

The Agrupamento de Escolas de Montemor-o-Novo includes all schools in the municipality: 8 kindergardens, 13 primary schools, 2 middle to high schools, with a total of 261 teachers and 1721 learners.

Our mission is to provide quality education that ensures equal opportunities to all our learners, allowing them to become active and capable citizens, that value learning as an asset for life. We are a certified eTwinning, Eco and Blue School and an Erasmus + accredited organization.

Regional school office of Toscany

The Regional school office of Toscany is a branch of the Ministry of education at regional level. In turn, at local level, it is organised into offices called Territorial areas. Its main task is to act as a link between national policies and the autonomous educational institutions in the territory. The Regional school office:

  • takes care of the implementation, within the territorial sphere of its competence, of the national policies for students;
  • supervises the compliance with general education standards and essential levels of performance, the implementation of school systems, the levels of effectiveness of training and the compliance with planned standards;
  • verifies the effectiveness of the activities carried out by schools and evaluates on what extent schools have put their three-year educational offer plan into practice.
  • coordinates the initial and in-service training of teachers and headmasters.