The Fundació Escola Cristiana de Catalunya (FECC) has introduced a guide to the responsible use of artificial intelligence in classrooms. Unveiled this week, the initiative aims to integrate AI tools transparently and thoughtfully, without banning them or leaving their use unchecked. The FECC’s digital-competence experts developed its Escala IRIS as a structure for guiding responsible academic use.
Presented by FECC secretary general Meritxell Ruiz, the guide shifts the debate from whether AI is inherently good or bad to how it should be used in educational settings. Technology should serve a clear purpose, with human relationships and people’s role in learning kept basic. The guide asks schools to consider the appropriate level of AI involvement for each task instead of imposing blanket restrictions.
The Escala IRIS sits at the center of the guide, categorizing AI use into six levels. At level 0, activities are carried out without AI. Level 1, described in the guide as common in schools, uses AI for mechanical corrections, such as grammar checks or translations, without generating new ideas. At level 2, AI acts as a source of inspiration, suggesting ideas to students. At level 3, AI drafts initial versions of work, which users then review and verify. Level 4 involves an ongoing collaborative process between humans and AI. At level 5, AI can independently produce finished products, such as educational applications.
Miquel Àngel Prats, who coordinated the team behind the guide, said the Escala IRIS is designed to promote openness about how these tools are used, not to police their use. He noted that many students already use AI, making it impressive to understand and discuss how they work with it instead of focusing solely on enforcement. At an FECC event, philosopher Francesc Torralba made a similar point, arguing that teaching staffs need to understand AI’s possibilities and “recognize what it can make possible.”
The guide offers practical examples for each level, showing how students and teachers might use AI in different educational contexts. It does not prescribe a best level for any given task: sometimes avoiding AI may be preferable, while greater involvement can open up new possibilities in other cases. The authors call for ongoing reflection and adaptation.
The discussion reflects a broader challenge: preparing learners and educators for widespread use. A 2026 study by technology consultancy SEIDOR and educational institution ISDI surveyed 1,310 students and professionals in Spain’s technology and digital sectors. It found that 77% used generative-AI tools regularly or intensively, including 83.7% of student respondents and 74.1% of professionals; 4% reported very occasional or no use. These figures cover the surveyed technology and digital sectors, not all Spanish pupils.
The same SEIDOR and ISDI study found that 87.4% rated current education poorly on its ability to integrate AI fully, while 51.4% said it prepared people little, very little or not at all to work with the technology. Respondents pointed to insufficient practical training in applied AI, cited by 53.7%. Another 45.6% cited inadequate development of critical thinking, while 44.1% pointed to a weak connection with real business needs. At the same time, 78% viewed AI as a positive or very positive career chance. The findings explain why guidance on appropriate use must sit alongside practical training and critical evaluation.
The guide is due to reach all FECC-affiliated schools ahead of the next academic year. The organization also recognizes the need for targeted teacher training. Catalonia’s education authorities have made critical AI adoption a priority alongside equity and inclusion, while also emphasizing teacher training and pedagogical leadership. Esther Niubó, the Generalitat’s councillor for Education and Vocational Training, has stressed that technology should not compromise educational relationships or push people from the center of education.
AI governance is also under discussion beyond schools. AQU Catalunya, the Catalan university quality-assurance agency, has continued an AI-focused cycle at the University of Lleida. Its recommendations are intended to inform a practical guide to policies and actions across the university system. The discussions point to a shared challenge across education: integrating AI while safeguarding academic quality and keeping people at the center.
The initiative comes amid continuing debates over technology and fairness in Spanish education. Concerns about regional disparities in funding and resources have featured in recent discussions, including those raised by Castilla-La Mancha's leader about the national funding system. More details on these broader challenges can be found in this analysis of regional funding inequalities in Spain.
Artificial intelligence is rapidly changing education worldwide, prompting schools and policymakers to reconsider traditional teaching methods. In Spain, its integration remains uneven, with some regions and institutions moving faster than others. The FECC initiative calls for clear guidelines and ongoing dialogue to ensure technological advances benefit all students. As the new school year approaches, educators and families will be watching how these measures work in practice.
