National demonstrator

Use of AI in classroom

The presentation of this project was proposed by the Institute for Contemporary Education during the international meeting organized in Belgrade in November 2022.


Savremena is the first school that uses a real humanoid robot in teaching which recognizes human emotions, improves teaching and helps students acquire knowledge of STEM subjects in a fun, interactive and efficient way.

Peper robots can be used in the classroom in a variety of ways to enhance learning and engagement. Here are a few examples:

  1. As a hands-on learning activity: Students can create their own Peper robots as part of a lesson on engineering or robotics. This allows them to apply the concepts they’ve learned in a tangible way.
  2. As a visual aid: A Peper robot can be used as a visual aid when teaching about the different parts of a robot, such as sensors, actuators, and controllers. This can help students understand and remember the information better.
  3. In storytelling activities: Peper robots can be used as part of storytelling activities, where students can create a story using their Peper robots as characters and act it out in front of the class.
  4. In coding lessons: Peper robots can be used in coding lessons, where students can learn how to program their robots to move and perform certain actions.
  5. In creative writing assignments: Peper robots can be used in creative writing assignments, where students can write a story or poem about a Peper robot and share it with the class.

It’s important to know what a Peper robot is, and what features it has in order to use it in the classroom effectively.


Points of interest

  • Peer coaching
  • Real experience
  • Disciplinary skills interaction
  • Motivational activity
  • Soft skills – Collaborative working
  • Increase teachers’ capacity to shift from the traditional ex-cathedra style to a facilitator, motivator, and mentor.
  • Spreading innovative practices within national education
  • Improving facilitator skills with the institution
  • Exchange with other VET and other institutions


Points of vigilance

  • Personal initiative depends on one teacher
  • Student motivation, lack of ideas
  • There is no official recognition of acquired skills
  • It depends on the teacher’s motivation and availability
  • Financing of the equipment
  • Selection of workspace


Comments / recommendations

  • Learning by doing: we learn more when we actually “do” the activity.

Project leader

Savremena primary and secondary school


This demonstrator falls into the following categories: