The rapid emergence of generative AI is reshaping educational practice by requiring teachers to renegotiate professional roles, competencies, and class-room routines. This study examines how Estonian teachers understand and adopt AI, drawing on survey data from 210 teachers, reflections from 40 trainers and IT-education experts, and a stakeholder focus group conducted in 2025. The analysis deliberately centers on teacher readiness rather than student experiences, treating it as a prerequisite for how AI is framed, regu-lated, and enacted in classrooms. Using the Kübler–Ross change curve and the Concerns-Based Adoption Model, the study maps teachers’ emotional readiness and adoption stages across school types. Results show rapid growth in digital and AI competencies but uneven, largely individual-driven adop-tion, with persistent uncertainty around ethics, academic integrity, and im-plementation. The findings indicate that national initiatives must align more closely with teachers’ foundational needs, emotional readiness, and organiza-tional conditions to enable responsible AI integration by 2026/27.

The OSKA 2024 monitoring report forecasts for Estonia that by 2027, Estonia will need at least 40,200 ICT specialists, 1.5 times more than in 2020. Cybersecurity and data analysis (including AI) tasks are often carried out by professionals with other job titles (e.g., IT managers in small firms), so official statistics underestimate their actual numbers. Estonian Vocational Education and Training (VET) curricula were developed in 2014, and discussions for a current update began in 2024, with the aim of implementing changes in 2026. Since 2014, the technology has undergone significant changes. For example, cybersecurity threats have evolved rapidly, and generative artificial intelligence (AI) technology appears to already be impacting how students approach modern learning. The Estonian president also announced a new 2025 program called AI-Leap, whose goal is to implement AI into education. As the school's overall goal is to impact students' knowledge, skills, and values, these topics should be integrated into the official curriculum sooner rather than later. Currently, the goal is to implement the Digital Competency Model in VET education; however, it has been unclear which version to use, as 2.0 does not include AI, and 3.0 has not been announced yet. Additionally, several cybersecurity and AI-related competency models are available, including the UNESCO AI Competency Framework for Students, the European Cybersecurity Skills Framework Role Profiles, and the ACM/IEEE-CS/AAAI Computer Science Curricula 2023, which can be helpful in delivering a higher-level approach to curriculum updates.

This paper explores the European Union’s Artificial Intelligence Act (EU AI Act), which entered into force in August 2024. The Act is examined through the lens of economic com-petitiveness, focusing on its implications for AI companies operating within the EU. The EU AI Act presents a risk-based classification system for AI systems—ranging from minimal to unacceptable risk—and imposes strict obligations for companies regarding high-risk and general-purpose AI models. While the minimal risk is unregulated, the limited risk AI systems are subject to lighter obligations.

From a comparative perspective, the study contrasts the EU’s precautionary, ethics-driven approach with the more innovation-centric models of the United States and China. By exploring national industry cooperation and policy makers response, using the case study of Sweden’s AI innovation ecosystem, this paper analyses how European states can support innovation and counter the effects that the EU AI Act has on the agility, scalability, and global competitiveness of European AI startups and SMEs. It highlights growing concerns from European leaders who warn that the Act’s complexity, vague definitions, and rapid implementation timelines could lower EU’s competitiveness.

Based on a quantitative survey of 413 Romanian respondents, this analysis reveals a significant "AI Readiness Paradox". While individuals feel moderately prepared for AI's integration into their work, an overwhelming 77% believe the nation as a whole is not sufficiently informed. The findings highlight widespread anxiety about job displacement, particularly for office and administrative roles, which are seen as highly exposed. Furthermore, AI is currently valued more for the personal "comfort" it provides (37%) than for productivity gains, which is reflected in a low willingness to pay for AI services, as 67% of users engage only with free versions. A sense of fatalism is also prevalent, with 35% of respondents believing they will have no choice but to accept AI's pervasive integration into their lives.