Artificial intelligence and inclusive teaching
reflections from the use of a chatbot to support instructional design and teacher professionalism
Parole chiave:
Artificial Intelligence, Research Methodology, Inclusive EducationAbstract
AI can function as a facilitator and amplifier of teaching practice, enabling pathways of personalization. This contribution examines the role of Artificial Intelligence (AI), offering a reflection on how to design and implement AI technologies that genuinely serve teachers in order to promote a more equitable and inclusive education for all. The analysis presents a pilot study of a chatbot developed by IRCIT and Talent, conceived as an adaptive educational ecosystem that acknowledges the teacher not as a mere content provider but as a facilitator of learning. The tool supports the educational team - both general and special education teachers - in designing and implementing personalized learning pathways, with particular attention to students with disabilities. To evaluate its effectiveness, we defined a methodological framework that shifts the focus from isolated elements to the classroom ecosystem, recognizing inclusion as a multi-level process involving the student with disabilities, peers, and teachers. Drawing on a scoping review, the framework is articulated into key dimensions and investigated through a mixed-methods design, combining quantitative and qualitative data. The aim of the study is to examine whether, and in what ways, a chatbot grounded in explicit pedagogical principles can act as a catalyst for teacher professionalism, influencing self-efficacy, design practices, and role perception.
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Copyright (c) 2025 Emiliano De Mutiis, Paola Pavone Salafia, Francesco Palma, Gianluca Amatori
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