LE PERCEZIONI DEGLI INSEGNANTI SULL'INTEGRAZIONE DELL’INTELLIGENZA ARTIFICIALE NELLA DIDATTICA: UNA INDAGINE ESPLORATIVA NELLA REGIONE DEL VENETO

An exploratory study, in collaboration with the Veneto regional school authority, attempted to investigate the perceptions of over 1000 teachers from all school grades in the area about the subject of a possible integration of Artificial Intelligence (AI) into teaching and learning. Teachers from primary, lower and upper secondary schools, as well as VET (Vocational Education and Training) institutes, responding to a specific questionnaire on the topic, showed a rich variety of nuanced opinions, where optimistic views on AI potential to adapt and improve teaching and learning experiences coexist with several concerns about its possible negative effects and with a strong need for being trained on the topic. Indeed, the results underline a broad consensus on the importance of artificial intelligence literacy for both teachers and students, highlighting the need to acquire specific skills that can effectively address this constantly evolving educational challenge. Above all, important concerns arise regarding ethical implications, data privacy and the potential ‘dehumanisation’ of educational processes, highlighting a cautious attitude towards this technology. Finally, there is an interesting and strong desire among teachers to be able to collaborate with artificial intelligence developers and policy makers to ensure a responsible and participatory integration of AI in education