IAG as a Prompt in the Inclusion Process.

A Preliminary Study on Teachers’ Professional Resources

Autori

Antonio Giannone; David Martínez-Maireles; Marinella Muscarà.

Abstract

The study, a preliminary phase of an experiment on the use of AI in teaching, analyzes a human-machine interaction model designed to enhance teacher agency and teachers’ reflective skills in the context of the Fourth Revolution. Through a quantitative survey of 200 secondary school teachers, the research explores the correlation between metacognitive beliefs and perceived self-efficacy in managing students with SEN. It is hypothesized that the synergy between reflective monitoring and confidence in one’s professional abilities allows us to think of AI prompts as scaffolding for the construction of complex actions preparatory to the inclusion process. The aim is to promote pedagogical intentionality, while integrating new technologies into the co-construction of students’ Life Projects, to ensure that educational responsibility remains the cornerstone of personalized teaching.

Keywords

Metacognition; Inclusive self-efficacy; Teacher agency.

Bibliografia

Brafa, A., Giannone, A., & Muscarà, M. (2025). The metacognitive educator in the age of IA: challenges andopportunities. Italian Journal of Health Education, Sport and Inclusive Didactics, 9(2_Sup). DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1544

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