About
About the project
TRIAD co-creates and tests a framework that balances foundational competences, transversal competences and AI literacy in secondary schools and vocational education, with learner well-being built in.
Across Europe, adolescents are growing up in a digital environment shaped by generative AI, smartphones and social media. These technologies transform how they learn, communicate and prepare for future careers. The tools enable creativity, personalisation and collaboration, but evidence on their impact on learning and well-being is fragmented and often lags behind practice.
TRIAD addresses this gap by co-creating and testing an integrated framework that balances foundational competences (literacy, numeracy, science), transversal competences (critical thinking, collaboration, metacognition) and AI and digital literacies, while embedding safeguards for cognitive, emotional and social well-being.
The project focuses on learners aged 12 to 18 in secondary schools and vocational education and training (VET), where competences must be consolidated and inequality risks peak.
01 · The questions
Four questions the project studies
Skills and depth of learning
TRIAD studies whether relying on AI weakens skills and makes learning shallower, and under which conditions it does the opposite.
Competence frameworks
TRIAD studies how foundational, transversal and AI competences can be brought into one framework with clear pathways, where today's frameworks stand apart.
Readiness and equity
TRIAD studies how ready schools and learners are, and whether AI in the classroom widens or narrows socio-economic and digital divides.
Well-being
TRIAD studies how learning with digital and AI tools relates to adolescents' well-being, where the evidence so far points in different directions.
02 · The method
How the project works
Through large-scale classroom pilots across Europe, combined with neuroscientific methods (EEG and fNIRS), TRIAD studies when AI genuinely enhances learning rather than replacing it. Classroom scenarios are validated across diverse contexts and enriched by input from SMEs and labour market actors.
03 · The phases
Four phases around one framework
The work is organised in four phases. Each one feeds the TRIAD competence framework or draws on it. A participation strategy and data management and ethics run around all of them.
Data management and ethics
Participation strategy
1 Sept 2026 - Aug 2027
Foundations
- Mapping and synthesis
- Indicators and tools
- Piloting template
2 Jan 2027 - Jan 2028
Design and feasibility
- Co-creation workshops
- Scenario development
- AI-enhanced education at neurological level
- Pre-testing
3 Sept 2027 - Feb 2029
Effectiveness and comparison
- EU-wide pilots
- Analysis of outcomes
- Data enrichment, integration, dashboard
4 Apr 2028 - Aug 2029
Translation and uptake
- Toolkits and classroom resources
- Professional development
- Involvement of labour market actors
- Open accessibility and sustainability
The work packages, phase by phase
| Phase | Work package | Lead partner | When |
|---|---|---|---|
| Foundations | WP1 Pedagogical Models, Competences, and Tools | HOCHSCHULE RUHR WEST | Sept 2026 - Aug 2027 |
| Design and feasibility | WP2 Design & Co-creation of Pedagogical Patterns and Scenarios | VILNIAUS GEDIMINO TECHNIKOS UNIVERSITETAS | Jan 2027 - Nov 2027 |
| Design and feasibility | WP3 Neuroscientific Evidence on AI-Enhanced Learning | UNIVERSITEIT GENT | Sept 2026 - Feb 2029 |
| Design and feasibility | WP4 Pre-test Piloting of AI-Enriched Classroom Scenarios | ELLINOGERMANIKI AGOGI SCHOLI PANAGEA SAVVA AE | Mar 2027 - Jan 2028 |
| Effectiveness and comparison | WP5 EU-wide Piloting of AI-Enriched Classroom Scenarios | JYVÄSKYLÄN YLIOPISTO | Aug 2027 - Aug 2028 |
| Effectiveness and comparison | WP6 Analysis and Evaluation of Piloting | ZEUS GMBH, ZENTRUM FUR ANGEWANDTE PSYCHOLOGIE, UMWELT- UND SOZIALFORSCHUNG | Jun 2028 - Jan 2029 |
| Effectiveness and comparison | WP7 Data Enrichment, Integration, and Exploratory Dashboard | QUANTIA CONSULTING SRL | Dec 2027 - Feb 2029 |
| Translation and uptake | WP8 Adoption Materials for Schools and Policy Recommendations | SVEUCILISTE U ZAGREBU, FAKULTET ORGANIZACIJE I INFORMATIKE | Apr 2028 - Aug 2029 |
| Participation strategy | WP9 Communication, Dissemination, and Stakeholder Engagement I (Awareness & Networks) | VILNIAUS GEDIMINO TECHNIKOS UNIVERSITETAS | Sept 2026 - Feb 2028 |
| Participation strategy | WP10 Communication, Dissemination, and Stakeholder Engagement II (Adoption & Uptake) | VILNIAUS GEDIMINO TECHNIKOS UNIVERSITETAS | Mar 2028 - Aug 2029 |
| Data management and ethics | WP11 Project Management I (Governance, Ethics, Data Setup) | RHEINLAND-PFALZISCHE TECHNISCHE UNIVERSITAT | Sept 2026 - Feb 2028 |
| Data management and ethics | WP12 Project Management II (Coordination, Ethics Monitoring, Data Lifecycle Completion) | RHEINLAND-PFALZISCHE TECHNISCHE UNIVERSITAT | Mar 2028 - Aug 2029 |
04 · What the project works towards
The project works towards classroom-ready designs, developmental pathways for students and teachers, and policy recommendations, to help schools adopt AI responsibly. This is in line with the European Education Area 2030 and the Digital Education Action Plan.
Project record
- Full title
- Balancing Foundational and AI Competences for Inclusive, Well-being-Oriented Education
- Grant Agreement
- 101289995
- Call
- HORIZON-CL2-2025-01
- Topic
- HORIZON-CL2-2025-01-TRANSFO-07
- Type of action
- Horizon Europe Research and Innovation Action
- Duration
- 36 months, 1 September 2026 to 31 August 2029
- Coordinator
- Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau (RPTU), Germany
- Granting authority
- European Research Executive Agency (REA)