The Digital Inclusion Ecosystem: AI, Adaptive Platforms, and New Pedagogical Challenges for the Italian School System
Parole chiave:
BES; DSA; Inclusione; Adaptive Learning; Scuola primariaAbstract
This paper analyzes the transformative potential of Artificial Intelligence (AI) and Open Educational Resources (OER) in promoting school inclusion, with particular reference to the Italian context. Through dialogue with leading technology acceptance models and teacher competence frameworks (DigCompEdu), it examines how the integration of Adaptive Learning and Learning Analytics systems can address Special Educational Needs (SEN) according to the Universal Design for Learning (UDL) perspective. A quasi-experimental study conducted on a sample of 62 primary school students is presented, aimed at evaluating the impact of an adaptive platform on learning and self-efficacy. The results show a significant improvement in the experimental group (d = 0.91), with particularly significant effects for students with SEN/DSA (d = 1.12), and a significant increase in perceived self-efficacy (d = 1.05).
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