Evidence on Teacher Training and Ethical AI Integration in Education
Autors
Iolanda Sara Iannotta; Deborah Gragnaniello.
Abstract
This contribution is situated within the current debate on AI-assisted education, integrating Critical AI Literacy (Veldhuis et al., 2025) with the Human-in-Command paradigm (AGID, 2024). A mixed-methods study was conducted involving 263 teachers; the data reveal a significant discrepancy between high conceptual familiarity with generative systems and a deficit in operational and ethical competencies. Evidence from the study highlights a fear of dehumanization, which reduces AI to mere automation, thereby hindering its authentic integration into teaching-learning practices. To bridge this professional gap, the authors propose a Digital Affective Literacy model designed to manage hybrid learning environments (Luckin, 2018). Moving beyond simple technical training, this research frames the teacher as a “pedagogical orchestrator” capable of arranging human-machine interaction while safeguarding relational responsibility and the depth of the human encounter (Andler, 2024; Ranieri et al., 2024).
Keywords
Critical AI literacy; Digital affective literacy; Human-in-command.
Bibliografia
AGID (2024). Strategia italiana per l’intelligenza artificiale 2024-2026. https://www.agid.gov.it/sites/agid/files/202407/Strategia_italiana_per_l_Intelligenza_artificiale_20 24-2026.pdf
Andler, D. (2024). Il duplice enigma. Intelligenza artificiale e intelligenza umana. Einaudi. Luckin, R. (2018). Machine learning and human intelligence. IOE Press.
Ranieri, M., Cuomo, S., & Biagini, G. (2024). Scuola e Intelligenza Artificiale. Percorsi di alfabetizzazione critica. Carocci editore.
Veldhuis, A., Lo, P. Y., Kenny, S., & Antle, A. N. (2025). Critical Artificial Intelligence literacy: A scoping review and framework synthesis. International Journal of Child-Computer Interaction, 43, 1–20. https://doi.org/10.1016/j.ijcci.2024.100708
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