This e-book is the result of an international eTwinning collaboration developed within the project “AI for Self-Learning Across Vocational and General Studies.” The project brought together teachers and students from different educational contexts across Europe, creating a shared space for learning, creativity and digital innovation.

The participating schools are Agrupamento de Escolas de Airães (Portugal), VMSZC Kereskedelmi és Vendéglátó Technikum és Kollégium (Hungary), Necip Fazıl Kısakürek Imam Preachers Secondary School (Turkey), Escola Oficial d'Idiomes de Tortosa (Spain) 

and IIS Leonardo da Vinci, Padua (Italy). Through this partnership, students from both vocational and general education had the opportunity to work together, exchange ideas and explore new ways of learning with technology.

The project focused on how Artificial Intelligence (AI) can support students in becoming more independent learners. By experimenting with different AI tools, students discovered how technology can help them study, generate ideas, solve problems and develop creative projects.

The main goals of the project were to promote self-learning and learner autonomy, improve digital and AI literacy, encourage creativity and critical thinking, and strengthen international collaboration among students and teachers. The project also aimed to raise awareness about the responsible and ethical use of AI in education.

This e-book presents some of the tools, activities and creative challenges developed during the project and highlights the collaborative learning experience shared by our European schools.

Artificial Intelligence (AI) is a type of technology that allows computers and machines to perform tasks that normally require human intelligence. These tasks include understanding language, recognizing images, solving problems, and learning from data. Today, AI is part of many tools and services that people use every day.

For example, AI is used in voice assistants, translation tools, recommendation systems, and chatbots. When a streaming platform suggests a movie you might like or when a phone unlocks using facial recognition, AI is working in the background. In education, AI can support learning by helping students find information, practice skills 

and create new content.

In this project, students explore how AI can be used as a tool for self-

learning. AI tools can help learners study at their own pace, ask questions, generate ideas, and receive feedback. This allows students to take a more active role in their learning process.

However, it is also important to understand that AI is not perfect. AI systems learn from data, and sometimes the information they provide may be incomplete or incorrect. Because of this, students must learn to think critically, check information, and use AI responsibly.

Another important aspect of AI is ethics and responsible use. When using AI tools, students should respect academic honesty, avoid plagiarism, and protect personal data. AI should be used as a support for learning, not as a replacement for thinking and creativity.

By learning about Artificial Intelligence, students develop important skills for the future. Understanding how AI works helps them become more informed digital citizens, able to use technology in a smart, safe, and responsible way.

In the following chapters, we will explore the AI tools used in this project and discover how students used them to complete creative challenges and learning activities.

At Agrupamento de Escolas de Airães, students from several vocational courses explored different Artificial Intelligence tools related to their areas of study. Students from the Pharmacy Assistant course used tools such as Pharmastudy.ai and Pharmacy Assistant AI to support their learning in pharmaceutical topics. Students from the Electronics and Appliances Repair course experimented with Learnfast.ai, YesChat.ai, and Plz.ai to assist with technical questions and problem-solving. Meanwhile, students from the Technology and Networks Installation and Management course explored Grok, Perplexity, and Socratic to search for information, understand concepts, and support their learning in technology and networking. Through these activities, students discovered how AI tools can support self-learning and enhance their professional knowledge.

At Escola Oficial d'Idiomes de Tortosa, students explored the potential of several Artificial Intelligence tools to support their English language learning.Learners used ChatGPT as a conversational assistant to practice speaking, ask questions, and improve fluency in a dynamic and interactive way. Canva AI was introduced as a writing assistant, helping students generate ideas, structure texts, and refine their written communication. In addition, NotebookLM supported students in organizing information and developing content, making it easier to understand and work with learning materials. Finally, Gamma AI was used to create engaging presentations, allowing students tovisuallycommunicatetheir ideas while practicing English. Through these activities, students discovered how AI tools can enhance language learning, promote autonomy, and develop communication skills.

As the Turkish Team, at Necip Fazıl Kısakürek İmam Preachers Secondary School,  we believe that mastering AI tools is the key to "Self-Learning." Throughout the project, we have curated a specialized AI Toolkit consisting of 8 different applications. These tools help us research, create, and innovate independently.

The Core AI Tools We Explored

3.Uizard: A powerful tool that allowed us to transform our hand-drawn sketches into professional App Prototypes.

7. ChatPDF: This helped us analyze complex project documents and articles about artificial intelligence quickly.

8. InVideo AI: We used this to turn our project scripts into engaging educational videos.

By using these tools, we are not just learning about AI; we are learning with AI to become the digital leaders of tomorrow.

The Hungarian team: at VVSZC Kereskedelmi és Vendéglátó Technikum Szombathely, Hungary

Our students used a range of AI tools that helped us work more efficiently and creatively. They were very excited to explore more and more AI tools during the working process. 

Canva AI supported us in designing  presentations and layouts. 

OpenArt allowed us to generate  images and videos that made our project more engaging. 

Create AI helped us design eye-catching posters quickly and easily. 

HeyGen was useful for creating realistic AI-generated videos and presentations. 

Krea AI enabled us to experiment with creative visuals. 

Fiverr Logo Maker helped us create a professional-looking logo for our project.  

These tools helped us explore new creative ideas that we might not have thought of on our own. 

However, we must bear in mind that the uncontrolled reliance on artificial intelligence may lead to the loss of creative ideas and independent way of thinking which are very important 21th century skills. It is our responsibility to make students realise that however easy and quick it is to create something with an AI tool, to consider it theirs, they should also contribute. 

The Italian team: class  4CS at Services for social care and healthcare course, at IIS Leonardo da Vinci vocational secondary school, Padova.  

In today's digital landscape, artificial intelligence has become an inseparable part of our daily lives, shaping the way we access and interact with information. A simple Google search now greets users with an AI-generated Overview before any traditional results appear, reflecting how deeply these tools have been embedded in everyday workflows. This shift raises an important question: are we truly understanding the technology we rely on, or simply consuming it passively? For students, the distinction matters greatly, because AI holds a huge potential not just as a convenience, but as a powerful self-learning companion. 

From intelligent tutoring systems to language models that explain complex concepts on demand, a wide variety of AI tools exist to support independent study and curiosity-driven exploration. However, not all tools serve the same purpose, and learning to choose the right one for the right task is itself a valuable skill. With this in mind, students were engaged in a series of hands-on IT laboratory sessions designed to move beyond passive use and into active understanding. Through guided experimentation, they explored how different AI systems process information, generate responses, and assist in problem-solving. These practical experiences allowed students to critically evaluate the strengths and limitations of the tools they encounter daily. 
The tools included during work were Canva AI, Perplexity, Gemini, Google overview, Grammarly, NotebookLM.

During the project, students from different vocational courses at Agrupamento de Escolas de Airães explored several Artificial Intelligence tools related to their areas of study.

Students from the Pharmacy Assistant course used Pharmastudy.ai and Pharmacy Assistant AI to review pharmaceutical knowledge and simulate situations that may occur in a pharmacy. For example, students asked the tools how to advise a customer with cold symptoms, what precautions should be taken when recommending over-the-counter medicines, and which medicines should not be combined. In another activity, students used the AI tools to check information about dosage instructions and possible side effects, helping them better understand how to provide safe and responsible guidance to customers.

Students from the Electronics and Appliances Repair course explored Learnfast.ai, YesChat.ai, and Plz.ai to support their technical learning. They used these tools to better understand how electronic components work and how to diagnose appliance problems. For example, students described a situation where a washing machine would not start or where a microwave stopped heating properly. The AI tools suggested possible causes, such as electrical faults, damaged components, or connection issues. Students then discussed which solutions would be the most realistic in a real repair situation.

Students from the Technology and Networks Installation and Management course used Grok, Perplexity, and Socratic to research technology and networking topics. They asked the tools to explain concepts such as IP addresses, routers, and network security. In one

activity, students imagined a situation where a company’s computers could not access the internet. They used the AI tools to explore possible troubleshooting steps, such as checking network cables, verifying IP configurations, or restarting network devices.

Through these activities, students discovered how AI tools can support self-learning, helping them explore information, practice problem-solving, and apply their knowledge in practical and professional contexts.

Learning by Doing: The Turkish Team's Practical Application

Our journey with AI wasn't just theoretical. As the Turkish Team from Necip Fazıl Kısakürek Preachers Secondary School, we transformed knowledge into practical skills using these powerful tools in our "Self-Learning" process.

Here is a detailed look at how we applied our AI Toolkit:

We used Perplexity AI to research and get real-time coding support while developing our Python Password Security Checker. This tool helped us understand how security algorithms work and find solutions when we encountered coding errors, empowering us to learn how to debug our programs independently.

For our project presentations and for this very StoryJumper book, we didn't just search for random images. We used Canva Magic Media to generate unique, customized visuals (like robots and futuristic classrooms) that perfectly matched our project's theme, while also designing our official eTwinning posters.

When designing our "AI App Ideas" for the project, we didn't start with complex code. We drew simple hand sketches of our app interfaces on paper, then used Uizard's AI feature to instantly convert those sketches into professional, interactive digital prototypes.

We used Gamma to generate professional presentations and webpages about AI Ethics and our TactileVoice project in minutes. This allowed us to focus more on the content of our research rather than the design layout, promoting efficient self-learning.

To ensure our "Self-Learning" journeys could be shared effectively with our European partners, we used DeepL for accurate translation, allowing us to write precise reports about our Ramadan Drummer Robot in English.

By using these tools, we developed critical thinking, digital creativity, and independent learning skills.

AI toolkit: 

IIS Leonardo da Vinci vocational secondary school, Padova, Italy.

Students were organized into small groups, each tasked with collaborating to research and build their own personalized AI toolkit useful to academic and everyday learning needs. Throughout the process, teamwork stood at the heart of the activity.  Members divided responsibilities, shared ideas, and together decided how to carry out the task. 

Two teams discovered the creative power of Canva AI, using it to design visually engaging multimedia presentations that combined text, graphics, and interactive elements. Grammarly was examined as a writing assistant, helping students refine their language, correct errors, 

and develop better communication skills in different types of texts.

For academic research, students turned to Perplexity, a tool that delivers 'precise' answers with sources and supports deeper inquiry into complex topics.

NotebookLM was explored as a study companion, enabling learners to organize their notes and generate helpful study materials such as mind maps, infographics, and quiz questions. Gemini was used for broader research tasks, offering students an AI assistant capable of synthesizing information and supporting a wide range of learning activities. Finally, Google AI Overview was examined as the most immediate tool, representing the way AI has integrated itself into everyday information searching.

During teamwork effective communication was an essential skill: students express their ideas clearly, listen to their peers and take decisions as a group. Critical thinking was equally at play, pushing students to evaluate each AI tool  on its relevance, reliability, and educational value. The goal was not simply to use AI, but to understand it, therefore turning familiarity into knowledge. 

Once their toolkits were complete, each group presented their inforgraphics or presentations to their classmates, then the presentations were assembled in a book with the help of Bookcreator app. 

In conclusion, this project reflects a commitment to preparing students for a world where AI fluency is no longer optional, but essential.

Escola Oficial d’Idiomes de Tortosa, Spain.

Students worked individually, in pairs, and in groups of three, tasked with exploring the potential of AI tools to enhance their English language studies. Throughout the process, collaboration was a key component as they focused on a central project: creating presentations about health and wellbeing in their target language.

The learners discovered the interactive power of ChatGPT, utilizing it both as a conversational assistant and as a dynamic tool to practice debates. Canva AI was introduced as a writing assistant, helping students generate fresh ideas, structure their texts, and refine their overall written communication.

To manage their project data, students relied on NotebookLM, which supported them in organizing information and developing content, making their learning materials much easier to understand and work with.

Finally, Gamma AI was used to bring their projects to life, allowing students to build engaging presentations and visually communicate their ideas while actively practicing English. Through these diverse activities, students discovered firsthand how AI tools can enhance language learning, promote learner autonomy, and develop essential communication skills.

To manage their project data, students relied on NotebookLM, which supported them in organizing information and developing content, making their learning materials much easier to understand and work with.

Finally, Gamma AI was used to bring their projects to life, allowing students to build engaging presentations and visually communicate their ideas while actively practicing English. Through these diverse activities, students discovered firsthand how AI tools can enhance language learning, promote learner autonomy, and develop essential communication skills.

The Hungarian team: at VVSZC Kereskedelmi és Vendéglátó Technikum Szombathely, Hungary

Our students used a range of AI tools that helped us work more efficiently and creatively. They were very excited to explore more and more AI tools during the working process. 

Canva AI supported us in designing  presentations and layouts. 

OpenArt allowed us to generate  images and videos that made our project more engaging. 

Create AI helped us design eye-catching posters quickly and easily. 

HeyGen was useful for creating realistic AI-generated videos and presentations. 

Krea AI enabled us to experiment with creative visuals. 

Fiverr Logo Maker helped us create a professional-looking logo for our

project.  

These tools helped us explore new creative ideas that we might not have thought of on our own. 

However, we must bear in mind that the uncontrolled reliance on artificial intelligence may lead to the loss of creative ideas and independent way of thinking which are very important 21th century skills. It is our responsibility to make students realise that however easy and quick it is to create something with an AI tool, to consider it theirs, they should also contribute. 

During the project, students from different vocational courses at Agrupamento de Escolas de Airães carried out a variety of activities using Artificial Intelligence tools to support their learning. These activities allowed students to explore realistic professional situations, practice problem-solving, and develop digital and critical thinking skills.

Students from the Pharmacy Assistant course worked on several scenarios that simulated daily situations in a pharmacy. In one activity, students imagined a customer asking for advice about cold or flu symptoms and used AI tools to research appropriate over-the-counter medicines, dosage recommendations, and precautions.

In another situation, students explored possible interactions between medicines and discussed how to warn a customer who was already taking another treatment. They also used AI to clarify the meaning of

 medical terms found in medicine leaflets and to understand how to explain dosage instructions clearly to elderly customers or parents buying medicine for children.

In another situation, students explored possible interactions between medicines and discussed how to warn a customer who was already taking another treatment. They also used AI to clarify the meaning of medical terms found in medicine leaflets and to understand how to explain dosage instructions clearly to elderly customers or parents buying medicine for children.

Students from the Electronics and Appliances Repair course used AI tools to analyze and solve technical problems related to household appliances. For example, students described a situation in which a refrigerator was not cooling properly and asked the AI for possible causes, such as 

thermostat problems or compressor failure.

In another activity, they investigated why a microwave might stop heating or why a washing machine might not drain water correctly. Students compared different possible solutions suggested by the AI and discussed which ones would be the most realistic to apply in a real repair situation. They also used AI to review the function of electronic components such as resistors, capacitors, and circuits.

Students from the Technology and Networks Installation and Management course explored situations related to computer networks and digital systems. In one activity, students imagined that an office network had suddenly lost internet connection and used AI tools to identify possible troubleshooting steps, such as checking cables, verifying IP addresses, or restarting network devices. 

In another scenario, they explored how to configure a router for a small office or how to improve the security of a network by using strong passwords and

firewalls. Students also asked AI to explain complex networking concepts in simpler terms, helping them better understand how networks operate.

Through these practical situations, students discovered how Artificial Intelligence can support self-learning, helping them explore information, understand technical concepts, and apply their knowledge to realistic professional contexts.

The Learning Process: From Curiosity to Creation

As the Turkish Team, students at Necip Fazıl Kısakürek İmam Preachers Secondary School, our learning process followed a structured path: Inquiry, Exploration, and Application. We didn't just use AI; we used it to solve problems and build cultural bridges.

Here are the key activities we carried out:

IIS Leonardo da Vinci vocational secondary school, Padova, Italy

Students were aked to explore one of the most pressing challenges of our time: how to ensure artificial intelligence remains safe, fair, and accountable. Using the European Union's AI Act as a foundation, they examined how different AI systems are classified by the level of risk they pose to society. They looked into how  algorithms work, why bias occurs and how privacy can be invaded.  Ethical questions rose quickly: who has the responsibility when an AI system causes harm, and how can bias embedded in training data be identified and corrected?
They prepared multimedia presentations.

Agrupamento de Escolas de Airães

As part of the project, students used Artificial Intelligence tools to create original stories and challenges related to their vocational areas. These activities encouraged students to think creatively while applying their knowledge to new and engaging situations.

Students from the Pharmacy Assistant course created stories focused on communication and customer support in a pharmacy. In one activity, students imagined a tourist visiting a pharmacy who did not speak Portuguese well and needed help understanding how to take a prescribed medicine. Using AI, students generated dialogue ideas and practiced explaining dosage instructions in simple and clear language. In another challenge, students created a scenario where a customer asked for advice about vitamins and supplements to improve energy levels.

The students used AI to explore different options and discuss how a pharmacy assistant should give responsible advice without replacing medical consultation.

Students from the Electronics and Appliances Repair course developed creative problem-solving challenges related to household technology. In one story, students imagined a family preparing dinner when their oven suddenly stopped working. The students asked AI to suggest possible reasons and then created a step-by-step diagnostic plan that a technician could follow. In another activity, they invented a challenge where a smart home device connected to several appliances was not responding properly. Students used AI to explore how connected systems work and how technicians might identify whether the problem was related to software, wiring, or device configuration.

Students from the Technology and Networks Installation and Management course created scenarios involving digital environments and network management. In one story, students imagined setting up a computer network for a new coworking space where many users needed stable internet access. Using AI tools, they explored how to organize the network, connect devices, and ensure reliable performance. In another challenge, students imagined a situation where a school wanted to improve its digital infrastructure to support online learning. They used AI to generate ideas for organizing servers, managing user access, and protecting the system from cybersecurity threats.

Through these creative challenges and stories, students used AI not only as a source of information but also as a tool to stimulate creativity, collaboration, and practical thinking related to their future jobs.

From Theory to Innovation: Our Hands-On Journey

In our eTwinning project, we moved beyond theory to create tangible digital and physical solutions. As the Turkish Team, our "Self-Learning" process was driven by curiosity and powered by the latest AI technologies. We didn't just learn about the future; we started building it!

Key Projects and Learning Milestones

2.Cultural Robotics (The Ramadan Drummer)

We blended tradition with technology. Using AI-supported coding platforms, we programmed Servo Motors and Buzzers to create the Ramadan Drummer Robot. This project demonstrated how AI can help preserve and celebrate our cultural heritage through modern engineering.

3.Inclusive Design (TactileVoice Concept):One of our most creative learning experiences was conceptualizing TactileVoice, a haptic language glove. Students used Uizard and Canva Magic Studio to design the prototype and user interface, learning how AI can be a tool for social inclusion and accessibility.

4.Digital Storytelling & Research

Using tools like Gamma.app and DeepL, students transformed their research into professional presentations and collaborative reports. They learned to verify AI-generated data, developing critical thinking and high-level digital literacy skills.

Conclusion

By creating these projects, our students realized that AI is a powerful partner in the creative process. They gained the confidence to solve complex problems and the skills to turn their visionary ideas into reality.

Agrupamento de Escolas de Airães

Luís (Electronics and Appliances Repair Vocational Course – EARVC)
"Using AI helped me understand technical problems faster. Sometimes when we study electronics, explanations can be complicated, but the AI tools helped me see the problems step by step."

Henrique (EARVC)
"I liked asking the AI questions about appliances and how they work. It felt like having a digital assistant that could explain things whenever I needed help."

Lucas (EARVC)
"One of the most interesting parts was using AI to think about possible causes of equipment problems. It helped  me practice troubleshooting like a real technician."

Marco (EARVC)
"The project showed me that AI can be useful for learning technical concepts and not only for entertainment. It made learning more interactive."

Leandro (EARVC)
"Working with AI tools made me curious to learn more about technology. I think these tools can be very helpful when we study or work in technical areas."

Margarida (Pharmacy Assistant Vocational Course – PAVC)
"Using AI helped me understand medicine information better. It was interesting to see how we can use  technology to learn more about healthcare."

Leonardo (PAVC)
"I liked using AI to explore pharmacy situations. It helped me think about how to communicate clearly with customers and explain how medicines should be used."

Clara (PAVC)
"The project helped me see how technology can support learning in the healthcare field. It was useful to clarify doubts about medicines."

Tháysa (PAVC)
"What I liked most was discovering how AI can help us study and review information quickly. It made learning more practical."

Ricardo (PAVC)
"This project showed me that AI can be a helpful tool for learning, but we

also need to check information carefully and think critically."

Carlos (Technology and Networks Installation and Management Vocational Course – TNIMVC)
"AI tools helped me understand networking concepts better. Sometimes the explanations were clearer than the ones I found in manuals."

Tiago (TNIMVC)
"I used AI to research technology topics and it helped me organize information quickly. It can be a very useful learning assistant."

José (TNIMVC)
"The project made me think about how AI will probably become more important in the future of technology and IT."

Gonçalo (TNIMVC)
"I enjoyed experimenting with different AI tools. It showed me new ways to study and find solutions to technical questions."

Necip Fazıl Kısakürek İmam Preachers Secondary School 

Student Reflection

In this project, I discovered how AI tools like Canva and Perplexity make self-learning easier and more fun. I learned that AI is a great mentor for coding and creativity, not just a tool for robots. This experience at Necip Fazıl Kısakürek İmam Preachers Secondary School improved my digital skills and taught me to use technology responsibly."

Working on the Ramadan Drummer Robot and using AI tools like DeepL for communication was an amazing experience. I learned that AI can help us preserve our culture while developing modern coding skills. This project taught me how to learn independently and collaborate effectively with our European partners.

Coding the Password Security Checker with Python was the highlight of this project for me. Using Perplexity AI to debug my code helped me become a more independent learner. I now understand that AI is a powerful assistant that helps us build secure and creative digital solutions at Necip Fazıl Kısakürek İmam Preachers Secondary School.

Using Uizard to turn my sketches into professional app prototypes for the TactileVoice project was amazing. I learned that AI can help us design inclusive technology for everyone. This eTwinning experience showed me how to use digital tools to turn my creative ideas into reality independently.

Exploring the challenges and ethics of AI was a great experience for me. I learned that using tools like Perplexity AI responsibly helps us find creative solutions to complex problems. This project at Necip Fazıl Kısakürek İmam Preachers Secondary School taught me how to be a critical thinker in a digital world.