Artificial Intelligence in Teaching Design and Practice. Preliminary Findings of a Survey on Teacher Perceptions
DOI:
https://doi.org/10.6093/2284-0184/12915Keywords:
Artificial Intelligence; teachers’ attitudes; school; survey.Abstract
Artificial Intelligence (AI) is significantly reshaping the educational landscape, raising ethical, pedagogical, and cultural questions. Alongside the potential for personalized learning and task automation, concerns emerge regarding the delegation of decision-making to algorithms, process transparency, and the role of teachers. The advent of generative language models has intensified these dynamics, prompting critical reflection on the authenticity of knowledge and the purposes of education. This contribution presents the preliminary results of a quantitative survey conducted with 460 Italian teachers, aimed at analysing attitudes, perceptions, and practices of AI use in schools. The data reveal a polarization between experimental openness and resistance, with a prevalent use of generative tools for producing teaching materials. The analysis shows that AI adoption is influenced by personal and contextual factors, underscoring the need for an integrated pedagogical and regulatory approach.
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Copyright (c) 2025 Andrea Fiorucci, Alessia Bevilacqua
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