Ethical AI Literacy among Teachers in Italian-speaking Switzerland: Predictors and Profiles
Parole chiave:
Artificial Intelligence; Ethical AI literacy; Teachers; Teacher Training.Abstract
Artificial Intelligence (AI) is profoundly transforming education, with applications ranging from intelligent tutoring systems to adaptive platforms and generative tools based on machine learning and deep learning. In schools, these technologies offer opportunities for personalized learning, automated assessment, and inclusive practices, while also raising ethical concerns related to bias, transparency, and data protection. This study, part of the national project Bridging the Gap: Empowering Teachers about AI Education, aims at investigating teachers' ethical AI literacy in Canton Ticino through a quantitative descriptive-correlational approach. The analysis is based on questionnaire data collected from a l sample of 701 secondary-school teachers. Results indicate a mean value of M = 4.98 for ethical AI literacy, measured on a 7-point Likert scale, with significant differences observed by age, experience, and gender. Ordinal logistic regression indicates that ethical awareness is not significantly associated with general exposure to technology, but rather with the specific teaching practices in which AI is integrated. Cluster analysis identified four teacher profiles, with the highest scores in ethical AI literacy being reported by the group displaying greater inclination towards critical and ethical reflections on technology. The study suggests the potential benefit of training programs that integrate technical, ethical, and instructional-design skills, in line with international recommendations.
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Copyright (c) 2025 Maria Concetta Carruba, Marika Lamacchia, Lucio Negrini, Masiar Babazadeh, Alberto Termine, Francesca Mangili, Emanuele Delucchi
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
