AI-Assisted Vertical Curriculum Design in the Light of the 2025 Italian National
Guidelines
Autors
Loredana Perla.
Abstract
The 2025 Italian National Guidelines reframe curriculum design as a vertical, competence-oriented process requiringteachers to rethink disciplinary sequencing across school cycles. This contribution explores how Generative AI toolscan support educators in co-designing vertical curricula, without replacing the irreducible pedagogical judgment that defines the Magister’s role. Drawing on empirical research conducted within the LARID framework, the paper argues thatAI-assisted curriculum design represents neither a technocratic surrender nor a mere digital upgrade, but a new formof professional agency
— provided teachers develop what we term pedagogically-governed AI teaching practice: a critical, human-centeredapproach to AI integration. The evidence suggests that when teachers engage AI as a “third pedagogical agent” in curriculum mapping, both curricular coherence and reflective practice are significantly enhanced.
Keywords
Vertical curriculum; Generative AI; Teacher professional agency.
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