About THRIVE Thriving through Reflection on Digital Engagement for Learning and Well-being.
Learning and well-being in a digital world
THRIVE is a four-year European research project exploring how adolescents can use digital technologies, including generative AI, in ways that support self-regulated learning and emotional well-being.
The challenge
The effects of digital tools depend on what young people do, why they do it and the conditions around them. Evidence is fragmented, young people’s own perspectives are often missing, and schools need guidance that works in diverse settings.
Our aim
We will build cross-country evidence and turn it into practical support. Self-regulated learning means how learners plan, monitor and adapt their learning. We study this alongside emotional well-being in everyday educational settings.
Beyond screen time
Purpose, context and experience matter alongside the amount of digital use.
Youth voice
Young people help shape the research and design process.
Evidence before claims
AI-supported reflection will be tested in schools.
THRIVE at a glance
Horizon Europe Research and Innovation Action · Grant agreement 101286779 · 48 months starting 1 September 2026 · 13 organisations from 10 countries · Coordinated by Bern University of Applied Sciences, Switzerland.
School research
Approximately 4,000 adolescents aged 14–16 in at least 30 schools across Austria, Cyprus, Denmark, Germany, Greece, Italy and Switzerland.
How THRIVE works The CUES approach moves from listening and evidence gathering to testing practical support, then sharing what works.
Capture
Listen to young people. Gather evidence from surveys, guided reflections and input from teachers and school leaders.
Understand
Explore which digital practices support or disrupt learning and emotional well-being, for whom and in which contexts.
Empower
Co-design and test intelligent tutoring and adaptive feedback through ORBITA, informing practical school and policy guidance.
Scale
Share validated results through open resources, teacher training, policy dialogue and E-well+ Connect.
Digital practices in context
We will examine how purpose, timing, social setting and school context affect attention, reflection, learning strategies and emotions. Surveys and guided reflections will be complemented by input from teachers and school leaders.
Co-design and evaluation
Two AI-supported reflective approaches—intelligent tutoring and adaptive feedback—will be embedded in ORBITA and evaluated through a cluster-randomised trial in schools. The project will examine whether, for whom and under which conditions these approaches help.
