One-day conference • Vilnius • April 25, 2026
AI in School:
conference
Participation is free
A practitioner‑led dialogue on what AI should look like in real schools — where it helps learning, where it fails, and what we need to change (assessment, teaching, governance)
to make it work.
to make it work.
Goal
Language
Audience
Place
Time
Date
Make AI in schools less hype, more learning science & practice
English + Lithuanian segments
School leaders & teachers • Parents • EdTech • Government
Stembridge School, Nemenčinės pl. 48, Vilnius
10:00–17:00 (doors 09:30)
Saturday, April 25, 2026
Practice, Dialogue &
Real Implementation
Real Implementation
One-day conference
Vilnius
April 25, 2026
AI in School:
Practice, Dialogue & Real Implementation
A practitioner‑led dialogue on what AI should look like in real schools — where it helps learning, where it fails, and what we need to change (assessment, teaching, governance) to make it work.
Participation is free
Registration of participants
Simona Ramanauskaitė on generative AI in education
If we expect students to use AI ethically and effectively, we must teach them how.
Generative AI is already part of students’ everyday lives. They use ChatGPT and other tools for homework, projects, essays, coding, research and idea generation – sometimes consciously, sometimes not. But the real question is no longer whether schools and universities should allow AI. The question is how to teach students to use it responsibly, critically and transparently.
At the AI in School: Practice, Dialogue & Real Implementation conference at Stembridge School, Simona Ramanauskaitė, Associate Professor at Vilnius Tech, spoke about why AI literacy should become part of education, how assessment is changing, and why teachers themselves also need to learn how these tools work.
At the AI in School: Practice, Dialogue & Real Implementation conference at Stembridge School, Simona Ramanauskaitė, Associate Professor at Vilnius Tech, spoke about why AI literacy should become part of education, how assessment is changing, and why teachers themselves also need to learn how these tools work.
Students do not automatically know how to use AI
One of the biggest mistakes, according to Simona Ramanauskaitė, is assuming that students already know how to work with generative AI.
Some students know how to write prompts, compare answers, check facts and improve the result step by step. But many others simply copy the first answer they get – without understanding how it was produced or whether it is reliable.
Some students know how to write prompts, compare answers, check facts and improve the result step by step. But many others simply copy the first answer they get – without understanding how it was produced or whether it is reliable.
“If we do not teach everyone, those who already know how to use AI will move even further ahead. Those who do not know will continue copying without thinking about what is happening,” she explained.
That is why AI literacy should not be treated as an optional skill for advanced students. It should become part of the learning process.
That is why AI literacy should not be treated as an optional skill for advanced students. It should become part of the learning process.
One prompt is not enough
One of the first skills students need to learn is that working with AI is not about asking one question, getting one answer and submitting it.
AI should be treated more like a thinking partner. But to make that partner useful, students need to define the context, the level, the topic, the task and the expected type of feedback
AI should be treated more like a thinking partner. But to make that partner useful, students need to define the context, the level, the topic, the task and the expected type of feedback
“Do not use just one prompt. You need to build your partner,” Simona said.
Students need to understand what role they are asking AI to play: supporter, critic, reviewer, tutor, expert or challenger.
Students need to understand what role they are asking AI to play: supporter, critic, reviewer, tutor, expert or challenger.
Critical checking is the core skill
For Simona, critical checking is probably the most important part of AI competence.
AI tools have improved, so it is now harder to show students obvious examples of mistakes. But that does not mean the problem has disappeared.
AI can still produce different answers depending on how the prompt is written. It can sound confident and still be wrong. It can simplify, distort or miss important details.
AI tools have improved, so it is now harder to show students obvious examples of mistakes. But that does not mean the problem has disappeared.
AI can still produce different answers depending on how the prompt is written. It can sound confident and still be wrong. It can simplify, distort or miss important details.
The answer generated by AI should not be treated as the final truth. It should be treated as material for analysis.
“What matters is not only the question itself, but how I ask it, how I adapt it, how I explain what I do not like and what I prefer,” Simona said.
“What matters is not only the question itself, but how I ask it, how I adapt it, how I explain what I do not like and what I prefer,” Simona said.
About Stembridge School
Stembridge School is a private school in Vilnius. We are building AI-native learning routines and exploring their responsible implementation — together with teachers, parents, and education stakeholders.
LEARN MORE Contacts
We invite you to be part of this transformative conversation. Join us in shaping the future of education and career preparation!
For more details or to discuss collaboration opportunities, feel free to contact us: conference@stembridge.lt