Project-based learning with AI: cross-curricular examples for primary and secondary schools
Concrete examples of how to use AI in project-based learning at primary and secondary schools safely and meaningfully, while naturally connecting several subjects.
Project-based learning centres on solving a real problem. Adding AI gives you a powerful tool — but also introduces several new risks. This article offers three practical examples and a checklist to help teachers get started.
Principles of effective project-based learning with AI
- The problem comes before the technology: start by asking ‘what do we need to solve?’, not ‘how can we use AI?’.
- AI is a tool, not an authority — pupils verify every factual claim using a reliable source.
- A teacher's judgement cannot be replaced: context, ethics and assessment remain the adult's responsibility.
- Data security: never enter classmates' or parents' personal data, or non-public school data, into public AI tools.
Example 1 — A new school website
Pupils in the eighth and ninth grades design a new section of the school website for prospective first-year pupils. AI helps brainstorm FAQ questions, suggest a structure and draft initial texts. Pupils conduct interviews with actual first-year pupils and revise the texts based on their feedback. Subjects: Czech language, computing, citizenship.
Example 2 — An AI school guide
A small interactive guide (a simple web page or clickable PDF) that answers a new pupil's basic questions: where the canteen is, who their class teacher is, and how to report absences. Pupils collect questions, draft answers with AI and have teachers check them. Subjects: computing, Czech language, design.
Example 3 — A pupil-created game
A short educational game (a quiz, text adventure or escape room) on a topic from the curriculum — such as history, biology or financial literacy. AI helps create the initial framework; pupils adapt it, test it with classmates and refine it. Subjects: the relevant curriculum area + computing + Czech language.
The role of AI in a project
- Research: summarising public sources, generating survey questions.
- Design: brainstorming options, producing quick wireframes, suggesting alternative wording.
- Creation: drafting texts, illustrations and code — always reviewed by a teacher or pupil.
- Checking: reviewing grammar, clarity and presentation.
Recommendations by age group
- Primary school: the teacher acts as an intermediary when using AI; pupils learn to recognise when an AI answer does not make sense.
- Lower secondary school: pupils work with AI in teams and discuss every prompt with the teacher.
- Upper secondary school: independent work with AI, with an emphasis on ethics, copyright and source verification.
Safety and personal data protection
We cover data protection in detail in the article How to introduce AI at your school. In short: never enter names, contact details, national identification numbers, information from the Bakaláři school management system or health data into public AI tools.
A teacher's checklist before getting started
- Have I defined the problem and target audience?
- Do pupils know what they must not enter into AI tools?
- Can they verify their claims using reliable sources?
- Is it clear what is the pupil's own work and what is AI-generated output?
- Do I have a plan for wrapping up the project — who will see the output, and how will we reflect on the work?
Frequently asked questions
From what age does project-based learning with AI make sense?
Elements of project-based learning can be introduced at primary level, with the teacher mediating AI use for younger pupils. Introduce independent pupil use of AI only from lower secondary level, with full use at upper secondary level.
How can we make sure AI does not do the work for pupils?
AI should serve as a tool during clearly defined stages: research, proposing alternatives, proofreading and creating supporting images. Critical decisions about what to use, what not to use and why must remain with pupils. Require pupils to justify every AI output they use.
Can we also use AI for assessment?
Yes, for formative assessment, such as giving pupils feedback on their writing. Do not use AI for final grading: assessment is the teacher’s responsibility, and AI makes mistakes that a child may perceive as unfair.
Tým AI Pedagog
Redakce
We write about AI in education for teachers and schools.
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