The PACE project (Problem-posing with AI through Children’s Picture Books about EU Values) is an innovative Jean Monnet Module developed at Bursa Uludağ University. The project aims to enhance pre-service teachers’ mathematical problem-posing competencies by integrating children’s picture books, Artificial Intelligence (AI)-enhanced digital tools, and core European Union values into teacher education.
The rationale of the project is grounded in evidence from Eurostat, PISA, and EU policy documents indicating that many teachers lack sufficient training in innovative pedagogies and interdisciplinary teaching methods. Students’ limited ability to apply mathematical knowledge in real-life contexts further highlights the need to strengthen problem-posing approaches in teacher education. PACE responds directly to this challenge by shifting mathematics teaching from procedural knowledge to creative, critical, and value-oriented learning experiences.
At the core of the module lies the integration of the six fundamental EU values: human dignity, freedom, democracy, equality, the rule of law, and human rights. Carefully selected children’s picture books serve as pedagogical tools through which pre-service teachers design mathematical problem situations aligned with these values. This interdisciplinary approach ensures that civic education and mathematical thinking are developed simultaneously, fostering ethical awareness alongside cognitive skills.
A distinctive feature of PACE is the integration of AI-based digital tools into the problem-posing process. Pre-service teachers utilize adaptive AI platforms to generate and refine mathematical scenarios tailored to diverse learner needs. This not only strengthens their digital competencies but also aligns the module with the Digital Education Action Plan (2021–2027) and broader EU strategies for digital transformation in education.
The module is structured as a 28-hour elective course delivered over three academic years, reaching at least 120 pre-service teachers. The course combines theoretical foundations, active workshops, classroom simulations, reflective discussions, and digital content creation. Students develop and present AI-supported problem-posing activities based on EU-value-oriented children’s literature, receiving structured feedback and assessment.
PACE is implemented by a multidisciplinary academic team specializing in mathematics education, children’s literature, EU studies, sustainability, and digital learning technologies. The project also builds synergies with EU-funded initiatives such as EMBED-EU, EU-VALUES, and MOTIVATE, thereby strengthening the European dimension of teacher education and ensuring policy alignment.
The short-term impact of the project includes measurable improvements in pre-service teachers’ problem-posing skills, digital competencies, and awareness of EU values. In the medium term, open educational resources (OERs) will be disseminated through the project website and the EPALE platform, expanding the project’s reach across European educational networks. In the long term, the PACE module will be permanently embedded into the teacher education curriculum at Bursa Uludağ University and will serve as a scalable model for other European institutions.
Key outputs of the project include a finalized module syllabus, open-access teaching materials, teacher training workshops, a peer-reviewed academic publication, a policy brief in Turkish and English, and a webinar hosted on EPALE. Through these outputs, PACE contributes not only to academic research but also to evidence-based policymaking in teacher education.
Ultimately, PACE represents a forward-looking and interdisciplinary approach to teacher training. By integrating mathematical problem-posing, children’s literature, AI-driven digital tools, and EU core values, the project prepares future teachers to create inclusive, innovative, and sustainability-oriented learning environments. It strengthens the European dimension of higher education and supports the development of a digitally competent, democratically engaged, and value-driven new generation of educators.