ZAGREB, 16 Feb (Hina) – From the autumn term, the curriculum “Artificial Intelligence: From Concept to Application” will be introduced across all secondary school year groups in Croatia, as the Ministry of Science, Education and Youth expands a programme that already covers 5,455 pupils in primary and secondary schools.
According to ministry data, the AI curriculum is currently being delivered in 147 primary and 93 secondary schools. The programme is organised as an extracurricular activity for pupils in years five to eight of primary school and as an elective subject for second- and third-year secondary students.
It is currently under review following an evaluation of its pilot implementation during the 2024/2025 school year, in which teachers took part in monitoring and drafting recommendations. The adjustments cover objectives, learning outcomes, content and teaching methods.
The ministry told Hina that from the 2026/2027 school year the curriculum is due to be rolled out to all secondary school year groups.
The programme is most commonly delivered by IT, math and vocational subject teachers.
The CroAI, Croatia’s artificial intelligence association, welcomed the introduction of the subject, calling it an important step for the education system. It noted that “AI is no longer a matter of technological enthusiasm, but is becoming an integral part of almost every field, from medicine and law to the creative industries and agriculture”.
“A basic level of AI literacy – understanding what AI is and what it is not, how data are used, how algorithms make decisions and where the ethical boundaries of the technology lie -В should become part of the general culture of modern education,” said CroAI executive director Lorena BariД‡. She added that Croatia now has an opportunity to develop competencies in line with international guidelines, such as UNESCO’s framework for AI knowledge development.
In her view, the key challenge lies not in the curriculum’s content but in the quality of its implementation, particularly teacher preparation. “AI is not just programming; it implies an understanding of ethics, social impact, logical thinking and creative applications -В the emphasis is on interdisciplinarity,” she said.
She stressed the importance of investing in teacher training. “A well-trained teacher can influence dozens of pupils each year and encourage an entire school community to take a step forward in digital and AI literacy.”
Barić also warned about issues of access, saying all pupils should have equal opportunities regardless of a school’s equipment or its location. “It is necessary to ensure that the curriculum remains flexible and relevant, as technology evolves faster than plans can be adapted.”
Among the main advantages of introducing the curriculum, she cited the development of critical and analytical thinking, encouragement of interdisciplinarity and strengthening young peopleв’s competitiveness in the labour market. “Through this process, pupils learn not only about technology, but also about their own role in a society that shapes that technology.”
She identified a potential drawback in uneven implementation between schools, warning that a fragmented approach, combined with varying levels of support and equipment, could create an “AI gap”. This, she said, could only be avoided through coordinated action by the state, educational institutions, the private sector and associations.
“AI education should not be seen as an add-on to the existing system, but as an investment in teachers and pupils who will tomorrow use and develop the technologies already shaping the world around us,” Barić said.
