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Vol. 15 No. 2 (2024): Artificial Intelligence in Schools and University Education: Risks and Opportunities

From Artificial Intelligence to Artificial Assistants in Education: Theoretical Foundations and First Applications in Teacher Education

DOI
https://doi.org/10.3280/ess2-2024oa18478
Submitted
settembre 10, 2024
Published
2025-01-31

Abstract

The article explores the potential and limitations of Generative Artificial Intelligence (GenAI) in teacher training and inclusive education, emphasizing the importance of specific training for educators on the pedagogical use of these technologies. Experiments conducted at the University of Turin highlight the role of GenAI in creating personalized teaching materials and supporting student learning, particularly for those with Special Educational Needs (SEN). However, it is clearly evident that careful teacher supervision is essential to ensure pedagogical validity and alignment with educational objectives. The article concludes that GenAI should be considered a teaching assistant, integrated into a critical, human-centered approach aimed at fostering inclusive and student-centered learning.

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