Teachers, Artificial Intelligence, and Special Educational Needs: Knowledge, Practices, and Operational Awareness in the Italian School System
Parole chiave:
Artificial Intelligence in Education; Teacher professional development; Inclusive practices; AI Literacy; Special Educational Needs.Abstract
The integration of Artificial Intelligence (AI) into educational contexts requires teachers to move beyond technical proficiency toward reflective and inclusive practices. This study investigates Italian teachers’ knowledge, practices, and operational awareness of AI-based tools, with particular attention to their application for students with special educational needs (SEN). A mixed-method design was adopted, combining a questionnaire administered to 160 teachers with open-ended responses analyzed thematically. Quantitative analyses (ANOVA, MCA, cluster analysis, and ordinal logistic regression) were conducted using Jamovi, while qualitative data were coded with Taguette and supported by lexical analysis in Voyant Tools. Results highlight significant differences in AI Literacy across school levels: secondary teachers and those in support roles display higher reflective and adaptive use of AI. Four teacher profiles emerged, ranging from functional to reflective-experimental. Thematic analysis confirmed a predominance of functional familiarity and disciplinary use, alongside increasing attention to personalization and accessibility. Overall, findings indicate that Italian teachers are in a transition phase toward reflective and inclusive AI integration, emphasizing the need for structured training that transforms technical competence into pedagogical and ethical awareness.
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Copyright (c) 2025 Marika Lamacchia, Francesco Facciorusso, Maria Concetta Carruba
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