Vienna – Austria is poised to significantly reshape its secondary school curriculum, prioritizing Artificial Intelligence (AI) and media literacy while reducing the emphasis on classical languages like Latin. The changes, slated to take effect in the academic year, reflect a broader European trend towards equipping students with skills deemed essential for the future digital economy.
The overhaul, announced by Education Minister Christoph Wiederkehr, will introduce dedicated courses in “Computer Science and Artificial Intelligence” and “Media and Democracy” at the upper levels of Allgemeinbildende Höhere Schule (AHS) – Austria’s academically-oriented secondary schools. The “Computer Science and Artificial Intelligence” curriculum will focus on the functionality of AI, digital infrastructure and data privacy. The “Media and Democracy” course will explore the relationship between media consumption and civic engagement.
This shift isn’t simply about adding new subjects; it involves a reallocation of instructional time. Currently, AHS students dedicate twelve hours over four years to Latin. That will be reduced to eight hours, representing a reduction of approximately one-third of the current allocation. For Realgymnasium schools – which offer students a choice between Latin and a second modern foreign language – the reduction will be less pronounced, though still implemented. Schools will have some autonomy in deciding how to utilize the freed-up hour of instruction.
The move has drawn a mixed response. Austria’s teachers’ union has voiced criticism, while business and industry representatives have largely welcomed the changes. The underlying rationale, as articulated by Minister Wiederkehr, is the need to “create space in schools for new topics” and prepare students for a rapidly evolving job market. This sentiment aligns with a broader European initiative to promote AI literacy, as evidenced by the European Commission’s recent launch of a draft AI literacy framework and stakeholder consultations. This initiative directly supports the PISA 2029 Media and AI Literacy assessment.
The decision to prioritize AI education comes as the technology’s potential impact on the global economy becomes increasingly apparent. AI is projected to drive significant productivity gains across numerous sectors, from manufacturing and healthcare to finance and retail. However, realizing these gains requires a workforce capable of understanding, developing, and deploying AI solutions. Austria’s curriculum reform is a direct response to this demand.
The reduction in Latin instruction, while controversial, is framed as a necessary trade-off. Proponents of the change argue that the time spent on classical languages could be better utilized to develop skills more directly applicable to the modern economy. Latin, while valuable for its historical and linguistic significance, is not widely considered a core competency for most contemporary professions. The focus on media literacy is also significant, given the growing concerns about misinformation, disinformation, and the erosion of trust in traditional media sources.
The Austrian government’s approach is not unique. Across Europe, education systems are undergoing similar transformations, with a growing emphasis on STEM (Science, Technology, Engineering, and Mathematics) subjects and digital skills. The United Kingdom, for example, has introduced computer science as a compulsory subject in the national curriculum. Germany has invested heavily in vocational training programs focused on digital technologies. These initiatives reflect a shared recognition that investing in human capital is crucial for maintaining economic competitiveness in the 21st century.
Beyond the curriculum changes themselves, the success of the reform will depend on several factors. One key challenge will be ensuring that teachers are adequately trained to deliver the new AI and media literacy content. A recent study examining Austria’s new “Digital Literacy” subject – introduced at the lower secondary level – highlighted the importance of qualified teachers with a strong understanding of data science concepts. Providing teachers with the necessary professional development will be essential.
Another critical factor will be the availability of appropriate teaching resources and materials. Developing engaging and effective learning materials for AI and media literacy requires significant investment. The Ministry of Education will need to work closely with schools and educational publishers to ensure that students have access to high-quality resources.
The curriculum changes also raise questions about the potential impact on university admissions. Latin has traditionally been a prerequisite for certain university programs, particularly in the humanities and law. The reduction in Latin instruction could potentially disadvantage students who wish to pursue these fields. Universities may need to adjust their admissions criteria to reflect the new curriculum.
The reforms, while still in the planning stages, signal a clear commitment from the Austrian government to modernize its education system and prepare its students for the challenges and opportunities of the digital age. The implementation of “Plan Z”, expected to be unveiled in March, will provide further detail on the scope and timeline of these changes. The shift towards AI and media literacy represents a significant investment in Austria’s future workforce and its ability to compete in the global economy.
