Understanding the relationship between teachers and Artificial Intelligence through the
ARISE-AI framework
Autors
Matteo Adamoli; Federica Emanuel; Michele Marangi; Marco Rondonotti; Paolo Raviolo.
Abstract
The spread of generative AI in education is redefining how knowledge is produced, mediated and validated, raising questions about teachers’ interaction with these technologies. Against this background, the CREDDI group at eCampus University developed the ARISE-AI framework, a human-centred theoretical model for analysing teacher-AI relationships in socio-educational and training contexts. Based on questionnaire data from over 5,000 curricular and support teachers, this study examines AI growth potential by comparing current and expected future adoption. Findings show that the greatest potential for intervention lies among teachers with low to medium- low current use, where growth margins are highest. Overall, increasing AI adoption requires skills development and actions strengthening perceived usefulness, trust, motivation, and readiness to integrate AI into teaching and inclusive practices.
Keywords
Generative AI; AI literacy; Teachers practices.
Bibliografia
Adamoli M., Emanuel F., Marangi M., Rondonotti M., ARISE-AI: rilevare e orientare le pratiche didattiche con l’Intelligenza Artificiale in una prospettiva human-centered, Research Trends in Humanities Education & Philosophy, 13/1 (2026), pp. 35-50.
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