Top 10 AI Prompts and Use Cases and in the Education Industry in Iceland

AI matters for education in Iceland because it has already moved from theory to practice: after a government agreement helped ChatGPT learn workable Icelandic in a matter of months, teachers can finally experiment with localized lesson plans, automated formative feedback and interactive storytelling that speak students' first language - a concrete shift that changes classroom workflow overnight.

Iceland's national AI strategy and research hubs such as IIIM back a cautious, ethical rollout while conferences like Menntakvika keep schools and higher‑ed talking about readiness and high‑performance computing.

Practical pathways - hands‑on workshops, school visits and Erasmus+ pilots - show how prompts, adaptive quizzes and media generation can increase engagement; for educators seeking structured upskilling, the AI Essentials for Work bootcamp offers a 15‑week syllabus to master promptcraft and workplace applications.

Learn more about the government‑level move and national strategy, or explore the AI Essentials for Work bootcamp syllabus to get started.

Bootcamp	Details
AI Essentials for Work	15 Weeks; courses: AI at Work: Foundations, Writing AI Prompts, Job Based Practical AI Skills; Early bird $3,582 / $3,942 after; syllabus: AI Essentials for Work bootcamp syllabus; register: Register for AI Essentials for Work bootcamp

For us Icelanders, ChatGPT has been particularly significant because early in 2023 the Icelandic government made a special deal with OpenAI about training ChatGPT in Icelandic.

This list was built from practical, Iceland‑focused sources: course syllabi and hands‑on workshop reports (notably the AI in Education, Iceland programme) were mined for concrete activities like prompt‑engineering labs, text‑to‑image/video demos and school visits, while a day‑by‑day schedule helped turn those activities into repeatable classroom prompts and use cases; peer‑learning events such as the University of Iceland's “Distance Learning and Digital Teaching Methods” session provided live practitioner feedback and networking inputs that shaped prioritisation and feasibility checks.

Emphasis was placed on evidence you can test quickly in an Icelandic setting - classroom observations, Erasmus+ artefacts and pilot budgets - so each prompt or use case ties back to an observed workshop outcome (even the mindful hot‑tub reflection on Day 7 made clear when teachers felt ready to try something new).

For source detail and practical schedules see the AI in Education, Iceland course page, the full course schedule, and the University of Iceland event listing for March 25, 2025.

Source	Key structured details used
AI in Education Iceland course - Smart Teachers Play More (Erasmus+ AI in Education, Iceland)	Price: 595€; Course ID (Erasmus+): 4523268; multiple 2025–2026 dates; hands‑on workshops, school visits, prompt engineering
University of Iceland event - Distance Learning and Digital Teaching Methods (AI learning and teaching, 25 Mar 2025)	Online event 25 Mar 2025; lecture + peer‑learning workshops; networking and practical session outputs

For us Icelanders, ChatGPT has been particularly significant because early in 2023 the Icelandic government made a special deal with OpenAI about training ChatGPT in Icelandic.

Lesson planning and curriculum adaptation in Iceland means matching classroom AI experiments to the National Curriculum Guide so objectives, time allocation and subject scope stay central; practical adaptations work best when they slot into existing school workflows - for example, Reykjavík schools already publish lesson plans and assessments on Mentor and use Google Classroom with school‑issued Chromebooks, so AI‑powered activities can be delivered as a revised assignment or scaffolded task that still maps to national aims.

Keep adaptations age‑appropriate across the four main levels (preschool, compulsory 6–16, upper secondary and higher education) and use formative approaches favoured by many schools: diversify projects, embed clear criteria in lesson plans and preserve teacher judgement while piloting small, evaluated AI steps.

For planners wanting the official framing, consult the Eurydice Iceland National Curriculum Guide summary and local school practice at Hagaskóli Reykjavik Education and Teaching; the Icelandic Curriculum Overview - FutureSchool also lists system structure and quality checks to guide safe rollouts.

Topic	Key points
National curriculum	Eurydice Iceland National Curriculum Guide: sets objectives, structure and division of time
Education levels	Icelandic Curriculum Overview - FutureSchool: four levels – preschool, compulsory (6–16), upper secondary, higher education
Digital classroom practice	Hagaskóli Reykjavik Education and Teaching - Mentor & Google Classroom: lesson plans on Mentor, Google Classroom submissions, Chromebooks for students
Assessment & quality	Schools perform self‑assessments and full reviews every five years; formative learning and diverse project assessments are emphasized

Personalized formative assessment and instant feedback shift classroom pace from delayed grading to on‑the‑spot learning, which matters in Iceland where quick pedagogical cycles help teachers adapt lessons across small cohorts; research on adaptive quizzes shows they can increase motivation, engagement and learning outcomes in first‑year units (adaptive quizzes research (SpringerOpen)), while practical products like Renaissance Star Custom adaptive testing use adaptive testing and real‑time reports so a 10–15 minute skill check becomes actionable teaching data.

Video quizzes layer multisensory cues and immediate hints - keeping feedback timely when a concept is still fresh - and can be used to introduce new topics, scaffold problem solving or review content in short chunks (Kwizie video quizzes for formative assessment).

The result: rapid cycles of clarification, targeted reteaching and student ownership - like a teacher leaning over a desk and whispering

almost there

right after a mistake, but scaled to every learner simultaneously.

Tool / Approach	Key feature
Adaptive quizzes (research)	Increase motivation, engagement and learning outcomes in first‑year units
Star Custom (Renaissance)	Adaptive testing, immediate scoring, mastery dashboards and item‑level reports
Video quizzes (Kwizie)	Embedded questions, instant feedback, chapterization and multilingual support

Interactive storytelling - mixing hotspot images, branching scenarios and clickable videos - turns Icelandic lessons into tiny expeditions: imagine a BookWidgets hotspot map where students tap photos of a glacier or an aurora to open short clips, vocabulary popups and map links, or a ThingLink scenario that asks learners to choose how a community responds to a local environmental challenge and then shows consequences across branches; both approaches make abstract ideas tangible and keep feedback immediate.

Use image carousels and before/after sliders to compare landscapes, embed short Clixie-style interactive videos with chapters and quizzes to check understanding mid‑story, and scaffold choices so every decision ties back to curriculum aims and assessment rubrics.

For classrooms with mixed language needs, image‑led paths reduce reading load while preserving cognitive challenge; for teachers piloting this approach, start with one hotspot image lesson and a single branching scene so the tech supports pedagogy rather than replaces it.

The payoff is memorable: students don't just read about a concept, they click, decide and watch the story bend - learning that sticks because it was experienced, not merely explained - see practical templates at BookWidgets, ThingLink and Clixie for ready examples and teacher-ready lesson ideas.

“Interactive storytelling bridges the gap between entertainment and education, creating what I call ‘stealth learning' – children are so engaged in the narrative experience that they don't realise how much they're actually learning,” says Michelle Connolly, Founder of Educational Voice.

Teacher professional development in Iceland can quickly move from once‑a‑term workshops to on‑demand, classroom‑ready support by pairing short PD modules with custom AI assistants: Icelandic educators are already building custom GPTs that default to Icelandic, bundle national curriculum guidance and course materials, and act as a 24/7 “course assistant” to answer syllabus questions or coach teachers through a lesson sequence (see a practical write‑up of classroom custom GPTs and NotebookLM experiments at Education4site practical write-up on AI and education, EU EntreComp practical guide to entrepreneurship competences).

Practical safeguards from TA and instructor guidance stress using institutionally approved tools, never uploading confidential student work, and being transparent about AI use - simple rules that keep pilots low risk while letting teachers iterate fast.

Even when tools like NotebookLM can produce an NPR‑style, 10‑minute “deep dive” audio to spark classroom debate, the best returns come from small, classroom‑fed experiments that pair a human mentor with a reliable, localized assistant (Teaching with GenAI: considerations for teaching assistants (University of Toronto)).

EntreComp element	Count / detail
Competence areas	3
Competences	15
Threads	60
Progression levels	8
Learning outcomes	442

"Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others."

Research synthesis and stakeholder briefings translate mixed, high‑stakes findings into practical next steps for Icelandic schools: U.S. reviews and surveys show phone policies are no silver bullet but can improve focus for struggling students when paired with digital‑literacy training, stakeholder buy‑in and clear goals, so briefings should spotlight trade‑offs rather than headline bans (see the Digital Wellness Lab evidence review and the KFF overview of state efforts).

Use short, podcast‑style deep dives - modelled on interview formats like the Johns Hopkins Q&A - to surface teacher, parent and student perspectives in 10–15 minute segments that fit staff meetings; a single audio vignette can be the memorable nudge that gets a staffroom to lift its head from screens and actually debate implementation details.

The practical “so what?” is simple: synthesize the evidence, agree priorities (reduce distraction vs. preserve safety/communication), and pair any policy with digital‑literacy lessons and clear exceptions so enforcement doesn't become an added burden on teachers.

Metric	Value (U.S. evidence)
Schools prohibiting phones during any class	NCES report: 77% of U.S. schools prohibit phones during class
School leaders reporting negative academic impact	53% (NCES)
Leaders favourable to teachers using AI	69% (NCES)
Evidence review on smartphone bans	Digital Wellness Lab evidence review on smartphone bans

Ultimately, it's critical for all of us - health care providers, educators, parents and other family members, and friends - to encourage a balance of moderate screen and social media use, outdoor activity, and exercise in today's digital age.

Icelandic language support and careful localization turn AI from a flashy demo into a classroom tool that actually improves learning: pair localized, curriculum‑aligned prompts with proven ELL approaches - Total Physical Response, Communicative Language Teaching and Content‑Based Instruction - to give students multisensory anchors and scaffolded vocabulary practice (see practical ELL methods and toolkits at American University's ELL resources).

Higher‑education partnerships matter too; teacher training and the Icelandic as a Second Language BA program at the University of Iceland provide a local bridge for quality assurance and culturally appropriate materials.

Start small and measurable - use a focused pilot that tests Icelandic prompts for a single lesson sequence, monitor student understanding, and iterate - because national AI initiatives and procurement guidance are already making classroom pilots feasible and easier to scale across schools (details in the Complete Guide to Using AI in the Education Industry in Iceland in 2025).

The memorable payoff is simple: when a prompt speaks students' home language and a task asks them to act, draw or explain, comprehension shifts from guessing to

I got it

in a single lesson, and that clarity is what makes localization worth the work.

Accessibility and special‑needs adaptations in Icelandic classrooms should pair tried‑and‑true dyslexia supports with simple AI assistive tools so students get straight to the content, not the decoding - for example, replace long worksheets with highlighted step‑by‑step guides, offer audio‑book or text‑to‑speech versions of readings, allow speech‑to‑text for writing, and use multisensory, gesture‑rich tasks that mirror proven language‑teaching methods; these approaches fit the Icelandic picture where local research explores how dyslexia and anxiety affect attainment and where the Iceland Dyslexia Association (FLÍ) actively visits schools to raise awareness (see the IntechOpen chapter on dyslexia in Iceland and FLÍ's school outreach).

Practical, classroom-level accommodations are well documented - tape recordings, chunked instructions, preferential seating, graphic organisers and reduced copying - and work well when embedded in routine lesson design rather than treated as add‑ons (see Reading Rockets' accommodation checklist and Texthelp's dyslexia strategies).

Start with one measurable pilot (audio + speech‑to‑text + visual organisers), monitor comprehension, and scale what actually reduces frustration so every learner can participate with dignity and confidence.

Source	Key facts
IntechOpen chapter on dyslexia, anxiety, and educational attainment in Iceland (Nov 2023)	Published 22 Nov 2023; examines dyslexia, anxiety and educational attainment in Iceland
Iceland Dyslexia Association (FLÍ) – official site and school outreach	Active school visits; survey: ~18% of Icelanders have some reading difficulties, 4.8% severe (historic survey)

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”

Digital‑literacy, prebunking and critical‑thinking modules give Icelandic classrooms the practical toolkit to turn algorithmic noise into teachable moments: start with a short, evidence‑based prebunking lesson that names manipulation techniques and cognitive biases, then follow with active verification practice and lateral‑reading drills so students learn to spot what a post is doing, not just what it says.

Ready‑made resources - like the Learning for Justice K‑12 digital literacy toolkit with its glossary and K‑12 lessons, the University of Calgary instructional toolkit for building resilience to misinformation (modules on identifying disinformation and AI's role), and Stanford Social Media Lab Digital Strength use cases for at‑risk groups - map neatly to short PD sessions and classroom activities that scale across grades.

Embed Checkology‑style fact‑checking exercises, use inoculation examples from the literature to prebunk common tactics, and measure impact with quick formative checks; the payoff is concrete and memorable - students stop treating every sensational clip as truth and instead learn to pause, test and explain why a claim might be misleading, a habit that protects older relatives, civic debates and classroom research alike.

Learning for Justice K‑12 digital literacy toolkit and glossary, University of Calgary instructional toolkit for building resilience to misinformation, and Stanford Social Media Lab Digital Strength use cases for at‑risk groups offer practical starters for local adaptation.

Erasmus+ offers a practical route for Icelandic schools to fund cross‑border AI pilots and staff exchanges, but sensible planning makes the difference between a flashy one‑off and sustainable change: start by matching your idea to the right Key Action (mobility, cooperation partnerships or policy support) and use the Erasmus+ Programme Guide - application deadlines and priorities to check deadlines and priorities, then draft a clear logical framework, Gantt chart and dissemination plan so partners know who does what and when; the university Projects Unit-style checklist is invaluable for proposal structure and approval,

"Budget in projects" notes - EU budgeting guidance for Erasmus+ projects

the Commission's lump‑sum rules and the notes help pick a realistic funding band and cost model.

Build monthly online check‑ins into your timeline, use Mobility Tool+ for participant tracking, and favour a small, measurable mobility or partnership first so outcomes (lesson materials, Icelandic prompts, teacher PD) can be uploaded as open educational resources.

A neat, tangible win - one successful transnational training week plus an OER lesson pack - sells the next round of partners far better than promises alone. For practical proposal design advice see the University Projects Unit - how to design an Erasmus+ proposal.

Key Action	Focus
Key Action 1	Learning mobility of individuals – student and staff exchanges
Key Action 2	Cooperation among organisations – partnerships for innovation and good practice
Key Action 3	Support to policy development and cooperation at system level

Good governance turns promising AI pilots into sustainable practice in Icelandic schools by making ethics, data‑observability and bias audits part of everyday operations: start with a clear leadership mandate and multidisciplinary advisory team (legal, IT, teachers and student voice) and use ready frameworks - such as the TeachAI “AI Guidance for Schools Toolkit” and CoSN's K‑12 Gen AI Readiness Checklist - to map roles, procurement rules and data‑governance paths so vendor promises become contract clauses, not hopes.

Insist on vetting that asks whether vendor terms let schools control student data, whether inputs are used for model training, and whether bias testing and accessibility reports exist (FPF's vetting checklist is a practical model).

Monitor tools continuously - logs, access controls and periodic bias audits - and make consequences and syllabus language transparent so classrooms aren't surprised by a sudden switch in policy.

The practical payoff is concrete: a short, documented audit trail and a human‑in‑the‑loop rule lets a principal stop a risky feature before it reaches pupil records, safeguarding privacy, equity and trust while keeping innovation classroom‑friendly; for checklists and templates, see TeachAI, CoSN and FPF guidance.

Governance element	Core action (Icelandic schools)
Leadership & advisory team	Form multidisciplinary AI leadership team to align vision and policy (CoSN, 1EdTech)
Data governance & privacy	Require DPAs, limit training‑use of student PII, perform privacy impact assessments (TeachAI, CITE, FPF)
Vendor procurement & contracts	Embed AI clauses, bias testing, deletion timelines and SLA terms before purchase (SchoolAI, SREB)
Monitoring & observability	Log usage, schedule audits, and run bias/equity checks regularly (1EdTech, CoSN)

“The AI Guidance for Schools Toolkit is a great starting point for all the district leaders who are working to figure out how to build guidance, policy, and best practices around the use of AI in their organization.” - Kris Hagel, Executive Director of Digital Learning

Beginner educators in Iceland should take a practical, low‑risk path: start with a short, hands‑on course that includes school visits and prompt‑engineering labs, then run a single, measurable pilot lesson in Icelandic and iterate from the classroom data - Smart Teachers Play More's AI in Education, Iceland course is a ready example of a week‑long programme that combines workshops, Reykjavik school visits and sessions on GPTs and personal AI assistants (Smart Teachers Play More - AI in Education Iceland week‑long course with workshops and school visits), while a focused pilot plan can show tangible cost and workflow improvements in weeks (Low‑Risk AI Pilot Plan for Icelandic Schools).

For deeper, career‑ready skills and structured promptcraft training, consider the 15‑week AI Essentials for Work bootcamp from Nucamp (syllabus and registration available), then use local networking and Erasmus+ partnerships to scale what works - after the classroom test, take the Week 7 hot‑tub reflection from the course schedule literally: a quiet, screen‑free moment often helps turn messy pilot data into a clear, actionable next step.

Nucamp AI Essentials for Work syllabus

Next step	Resource
Hands‑on introduction + school visit	Smart Teachers Play More - AI in Education Iceland week‑long course (workshops & school visits)
Run a low‑risk, measurable pilot	Low‑Risk AI Pilot Plan for Icelandic Schools - measurable pilot plan
Structured upskilling (promptcraft & workplace AI)	Nucamp AI Essentials for Work - 15‑week bootcamp syllabus and registration