9 out of 10 teachers (89 percent) are convinced that every student should learn how to use AI. However, teachers also see risks: 42 percent say AI leads to students becoming less intelligent. 36 percent agree with both statements—that is, they consider AI skills necessary even though, in their view, AI leads to students becoming less intelligent. “It’s no longer a question of whether AI is used in schools; it’s a question of how,” says Bitkom President Dr. Ralf Wintergerst. “Used correctly, AI can improve learning and everyday school life. However, it must not replace independent thinking. Schools must therefore teach students about the opportunities, limitations, and responsible use of AI. AI skills belong firmly in the curriculum.”
More than half of teachers use AI for educational purposes
Whether for preparation or directly in the classroom—to date, a total of 58 percent of teachers use AI for educational purposes (2024: 51 percent). Six percent use AI daily, another 24 percent at least once a week, and 28 percent less than once a week. Another 18 percent have not used AI yet but are open to doing so in the future. At the same time, about one in five teachers (19 percent) cannot imagine using AI.
So far, the focus of AI use has been on teaching AI skills: 44 percent of teachers use AI in a school setting to explain it to their students. 43 percent use it generally to impart knowledge in class. About one-quarter (26 percent) use AI to prepare lessons, and 23 percent use it to personalize instructional materials. One-fifth (20 percent) use it to grade assignments and exams, while 15 percent use it to prepare for exams, tests, or class quizzes. Thirteen percent assign homework that requires the use of AI.
About one-third (32 percent) report that AI is already making their day-to-day work easier. At the same time, 58 percent of teachers still feel uncertain about using AI. Wintergerst: “AI is not only an important topic for instruction, but it can also provide practical relief for teachers in their day-to-day school work. However, they must not be left to cope with these new demands on their own. Teachers must be given access to AI tools and receive appropriate training.”
Shadow AI: One in four teachers (also) uses a personal account
So far, not even half of all teachers (46 percent) have been provided with an AI license or AI account by their school. Among them, 6 percent are provided with a license but also use a personal account for school-related purposes. 1 percent are provided with a license but use only their own personal account. Another 19 percent are not provided with a license and therefore use a personal account for school purposes. Overall, this means that about one-quarter (26 percent) of teachers use personal AI—either in addition to or exclusively—for school purposes. “The use of personal accounts shows that there is a great need for high-performance AI solutions,” said Wintergerst. “The states need a joint AI action plan with a list of vetted tools and an annual AI budget of 15 euros per student so that schools can independently finance suitable applications and professional development.”
Equipment, Media Use, Digital Literacy: The Digital Divide in Germany’s Schools
Whether AI, among other things, can be used effectively in the classroom, however, depends largely on the digital conditions in schools. There are still major disparities here: Only about half (48 percent) of teachers rate the technical equipment and infrastructure at their school as somewhat good (23 percent) or very good (25 percent). By contrast, 49 percent rate it as somewhat poor (27 percent) or even very poor (22 percent). “Comparable technical equipment is the bare minimum required to provide all students with equal educational opportunities. This is also a matter of educational equity and social cohesion. Good digital education must not be left to chance,” says Wintergerst.
The situation is somewhat better when it comes to the availability and use of digital educational media: A total of 61 percent rate these as somewhat good (34 percent) or very good (27 percent). By contrast, about one-third (35 percent) rate the situation at their own school as somewhat poor (23 percent) or very poor (12 percent). A total of 58 percent rate the digital skills of the teachers at their school as good: 30 percent as somewhat good and 28 percent as very good. In contrast, at 39 percent of schools, these skills are rated as somewhat poor (21 percent) or very poor (18 percent).
About half received professional development on digital topics during the last school year
Whether on AI, specialized learning apps, or issues of digital pedagogy: According to their own reports, about half (51 percent) of teachers received professional development on the use of digital technologies and media during the 2025–2026 school year. Although 43 percent did not receive such training during the past school year, they had done so previously. Overall, there is a high level of awareness regarding the importance of professional development: 78 percent of teachers call for making regular professional development on digital topics and methods mandatory. “Many teachers want to expand their digital skills, but in an already hectic school day, there is often not enough time for this,” said Wintergerst. “Germany needs a digital initiative for teacher education. Digital skills must be firmly embedded in undergraduate programs, teacher training, and in-service professional development.”
Teacher Workload Is Increasing; Digital Infrastructure Remains a Problem
Digitalization is taking place within a heavily strained school system: When asked about the most pressing problems at their schools, 82 percent of teachers cite their heavy workload. In 2024, that figure was 74 percent. Other challenges—not primarily digital in nature—include overcrowded classrooms (68 percent) and significant variations in students’ academic performance or language proficiency (64 percent). Wintergerst: “Digital technologies cannot solve these problems on their own, but they can specifically alleviate the burden on teachers and enable individualized instruction.” Fifty-eight percent of teachers cite how students interact with one another as one of the most pressing problems. Twenty-two percent each cite students’ propensity for violence toward teachers and outdated curriculum content.
At the same time, digitization itself and the use of digital technologies also present new challenges: 83 percent of teachers cite excessive smartphone use by students as an urgent problem. Another 44 percent view the lack of a digitization strategy as particularly problematic. Forty percent criticize poor or non-existent Wi-Fi at their school (2024: 48 percent), while 38 percent complain about generally poor technical equipment. Twenty-seven percent view the insufficient use of digital educational media as an urgent problem. “Despite progress made through the first Digital Pact, digital infrastructure remains a challenge. Digital instruction must not fail due to a lack of technology,” says Wintergerst.
Opportunities of Digital Technologies: Greater Motivation and Personalized Learning
Digital technologies create new challenges, but they are also part of the solution, as a large majority of teachers observe positive effects from using digital technologies in the classroom. According to 80 percent, students are more motivated as a result. 63 percent say that experimenting with digital technologies fosters creativity. 64 percent state that digital technologies enable them to cater more individually to students.
There are also benefits for the teachers themselves: A majority of 57 percent enjoy teaching more as a result of using digital technologies. Two-thirds (67 percent) say digital technologies make lesson preparation easier for them. As a result, the overall positive view of the digitization of education continues to prevail by a wide margin: 95 percent of teachers see digitization as an opportunity for education in Germany (2024: 88 percent). Only 2 percent believe that digital learning is just a fad that will soon pass. In 2024, 9 percent still held this view.
Digital Education: 4 out of 5 View Political Support as Insufficient
83 percent of teachers believe that Germany’s schools are lagging behind in digitalization compared to other countries. One-third (33 percent) report that the use of digital tools in the classroom often fails due to a lack of financial resources. About half (52 percent) of teachers explicitly state that the implementation of digitalization at their school often depends on the commitment of individual teachers. And so they hold policymakers accountable: 80 percent say schools do not receive sufficient support from policymakers when it comes to digital education.
“Schools need reliability and a digital vision instead of many individual, temporary measures,” says Wintergerst. “The Digital Pact 2.0 must be implemented swiftly, and the application process must be simplified through a joint platform operated by the federal and state governments. To prevent another funding gap from arising, the federal government, the states, and local authorities must establish a permanent funding model for the digitization of schools before the end of this legislative term. Bitkom proposes a special budget for digital education to this end. Only in this way can schools invest in infrastructure, AI applications, and teacher training over the long term, while at the same time integrating digital skills into the curriculum in a mandatory and structured manner.”
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