Prof. Dr. Zsolt Lavicza

About the Expert

Zsolt Lavicza is Professor of STEAM Education and Research Methods at Johannes Kepler University Linz, Austria. He leads the university's doctoral school, training the next generation of educational technology researchers from around the world.

Originally trained in mathematics and physics, he transitioned from a career in applied mathematics to mathematics education, earning his PhD from the University of Michigan. He spent over a decade at the University of Cambridge and helped grow GeoGebra, one of the world's most widely used educational platforms with over 100 million users globally.

Today, Lavicza leads research and international projects focused on teacher training, STEAM integration, and ethical, creative uses of AI tools in education.

What if the future of learning is about creativity — not just technology?

In a world where artificial intelligence and educational technology are rapidly advancing, what truly matters is how we inspire students to solve problems that matter to them. In this inspiring conversation, Professor Zsolt Lavicza, a leading voice in STEAM education and educational research, shares why the real power of AI in education lies not in automation, but in empowering students and teachers to think differently.

From his work with over 100 million users of GeoGebra, to global projects in Europe, Africa, and Latin America, Lavicza explains how teacher confidence, transdisciplinary learning, and creative problem-solving shape the classrooms of tomorrow.

How does AI unlock student creativity — and why teacher confidence is key

Professor Lavicza believes that before we introduce AI in education, we must first build teacher confidence with technology. Too often, he says, teachers hesitate to use educational technology because they feel less skilled than their students. But when teachers and students collaborate — learning together, asking questions, and solving real-world problems — technology becomes a bridge, not a barrier.

Through projects in Uganda, Latin America, and Europe, Lavicza has seen that limited resources often spark greater creativity. Students without constant access to technology are more resourceful and innovative than those who take it for granted.

He also emphasizes the need for transdisciplinary learning, where students combine science, technology, arts, and humanities to solve complex problems — just like in the real world. Schools, he argues, are the last places where rigid subject boundaries still exist.

Why AI is not artificial intelligence, but "assisted intelligence"

Lavicza urges educators to see AI not as something mystical, but as a tool — a form of assisted intelligence that can support learning when used ethically and thoughtfully. In his view, AI should empower teachers and students, not replace them.

The key, he says, is to let students pursue their interests, work on meaningful projects, and learn how to use AI as a creative partner, not just a tool for automation.