Summary

• The €1.35m seed round was led by Caixa Capital and the Impact Innovation Fund, with several existing and new investors participating.
• Intuitivo reports 75,000 teacher registrations, more than 200 institutional contracts and use across over 500 schools.
• Its Brazilian expansion will begin gradually, while AI support for marking open responses is still being developed.

Portuguese education technology company Intuitivo has secured €1.35 million in seed funding to develop its digital assessment software and enter Brazil, following increased adoption among teachers and schools seeking to reduce the administrative work associated with preparing and marking tests.

The round was led by Caixa Capital and the Impact Innovation Fund, managed by 3xP Global, with participation from Techstars, COREangels Lisboa and COREangels Porto. The financing brings Intuitivo’s total capital raised to approximately €1.5 million, according to contemporary reporting.

Intuitivo develops software that allows teachers to prepare assessments, convert existing materials into interactive tests, administer exercises online and mark supported response types automatically. The company has added AI assistance for generating questions, with further marking capabilities in development.

Founded in Portugal, the business reports more than 75,000 teacher registrations and over 200 contracts involving schools, school groups and local authorities. Its products reach more than 500 educational institutions, although the registration figure does not establish how many teachers use the service regularly or hold paid subscriptions.

Reducing work around assessments

Teachers preparing a test commonly need to select questions, determine the appropriate difficulty, distribute materials, collect answers and provide feedback. Much of that work can be repetitive when several classes cover similar topics or assessments must be adapted to different educational levels.

Intuitivo offers a shared library containing thousands of exercises, organised by year group, subject and topic. Teachers can select and modify questions, collaborate with colleagues and reuse material rather than constructing every assessment from scratch.

The platform also converts existing PDF tests into digital exercises. That capability is commercially relevant because schools may have extensive collections of teaching materials that would otherwise require manual recreation before they could be used in a new system.

Its AI tools can generate an initial assessment from a description of the topic, school year and required difficulty. The resulting questions provide material for teachers to review and adapt, rather than a guarantee that every generated exercise accurately reflects the curriculum or the abilities of a particular class.

Once a teacher publishes an assessment, pupils can access it through a link. The system provides monitoring tools during completion, marks supported closed-response exercises automatically and produces feedback and results that can be distributed through email, PDF or spreadsheets.

Marking open responses presents a different problem because the quality of an answer may depend on reasoning, interpretation and the way a student expresses an idea. Intuitivo says it is developing AI assistance for such marking during the 2026–27 academic year. That capability should not be confused with the automatic marking already available for more structured questions.

Even when software can produce a score, teachers remain responsible for determining whether an assessment measures the intended knowledge or skill. A flawed question, incorrect answer key or unsuitable difficulty level can produce misleading results regardless of how quickly the platform processes submissions.

Adoption figures need careful interpretation

The company reports that Portuguese students completed approximately one million assessments through its platform during the 2025–26 academic year. It estimates that the activity saved teachers about 165,000 working hours.

These are company-reported figures. The methodology used to calculate the time savings has not been independently established, and the aggregate estimate does not show how much time each school or teacher recovered.

A digital assessment system can reduce manual handling of certain tasks, although adoption may also introduce work associated with reviewing generated questions, configuring tests, managing access and helping students unfamiliar with the interface.

Actual savings will vary depending on the subject, the response format and the institution’s existing processes. A teacher marking a large number of multiple-choice questions faces a different workload from one assessing essays or complex mathematical reasoning.

Schools considering an institutional purchase must also examine information governance, the reliability of pupil records and how the software fits their existing teaching processes. Assessments involve information about children’s performance, making appropriate access controls and retention arrangements important parts of the service.

Intuitivo combines a free offering for individual teachers with paid subscriptions and institutional contracts. This allows teachers to experiment with the system before their school makes a broader purchasing decision, while giving the company a route from individual interest towards recurring commercial relationships.

Whether registrations translate into sustained revenue will depend on retention, the value of the paid features and the ability to support customers as usage expands. The funding announcement does not disclose annual recurring revenue, subscription conversion rates or independently audited profitability.

Brazil provides the first expansion market

Chief executive João Guimarães told Portuguese publication ECO that Brazil would be Intuitivo’s first international market. The business already has one employee there and intends to expand gradually through local content and distribution partners.

Guimarães said Brazilian teachers had begun finding the platform without a dedicated local marketing campaign, providing an early indication of interest. That does not establish a paying customer base or forecast the number of schools likely to adopt the software.

The company estimates a potential market of approximately 2.2 million teachers in Brazil, around 12 times the equivalent Portuguese population. The shared language may reduce some localisation work, but educational curricula, assessment practices, school administration and commercial purchasing arrangements still differ.

Entering a new market also requires reliable support for users and appropriate handling of student information under local requirements. Content that is suitable for Portuguese classrooms may require adaptation before use in Brazilian schools, even when the underlying software functions are unchanged.

Intuitivo intends to retain Portugal as its operating base while testing this international opportunity. Its planned Brazilian team will initially be small, allowing the business to examine demand before committing to a larger local operation.

Recruitment and product development

The company says it has increased its workforce from approximately 11 people before the financing to 18, including one employee in Brazil. It expects to pass 20 employees in the coming months, concentrating recruitment on product engineering and teams supporting teachers and schools.

Additional investment can help the business develop assessment capabilities and manage more institutional customers, but expansion will also increase requirements for technical support, product reliability and customer administration.

Intuitivo will need to demonstrate that its software remains useful beyond the first trial or registration. Teachers may adopt a tool because it makes preparation easier, while schools are more likely to commit continuing expenditure when they can establish consistent benefits across several classes or departments.

Brazil provides a practical test of that commercial model. The company has evidence of registrations and institutional contracts in Portugal, but its international prospects will depend on repeat usage, local partnerships and whether schools consider the operational savings sufficient to justify a paid service.