Intelligenza artificiale e logiche flipped: personalizzazione, inclusione e nuovi territori dell’apprendimento
Parole chiave:
Flipped Learning, Flipped Inclusion, UDL, Istruzione superiore, Innovazione educativaAbstract
La ricerca esplorativa analizza le percezioni e le competenze di 65 studenti universitari italiani e stranieri sull’integrazione tra Intelligenza Artificiale (IA), Flipped Learning e Universal Design for Learning (UDL). Attraverso un questionario misto, emergono una crescente consapevolezza inclusiva e un atteggiamento critico verso le tecnologie educative. Gli studenti riconoscono nel Flipped Learning una metodologia capace di promuovere autonomia e partecipazione, e attribuiscono all’IA il ruolo di amplificatore cognitivo per la personalizzazione dell’apprendimento, purché inserita in un quadro etico e pedagogico consapevole. I principi UDL si affermano come riferimento per una didattica accessibile e flessibile, anche quando non pienamente noti. Nel complesso, i dati delineano una pedagogia aumentata dell’inclusione, fondata sulla sinergia tra intelligenza artificiale e relazionale, in cui la tecnologia diventa spazio di mediazione e giustizia cognitiva. Le implicazioni riguardano la formazione continua dei docenti, lo sviluppo di policy istituzionali etiche e modelli di valutazione partecipata, mentre le prospettive future mirano alla validazione di un modello di Flipped Inclusion per un’educazione universitaria etica, sostenibile e ibrida.
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Copyright (c) 2025 Sabrina Lucilla Barone, Enzapaola Catalano, Maria Carbone, Silvia Tornusciolo, Tonia De Giuseppe
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