EMOTIONAL SKILLS IN THE AGE OF ARTIFICIAL INTELLIGENCE AT SCHOOL: TEACHERS’ TRAINING AND STUDENTS’ OUTCOMES

Maria Concetta Carruba, Alessandro Barca, Valentina Paola Cesarano

Abstract


Artificial intelligence (AI) has emerged as a viable tool for transforming the educational landscape, including its use in Special Education. Research on the potential benefits of artificial intelligence (AI) in education is growing, particularly in terms of satisfying the needs of students (Aruanno, Carruba, et al., 2024). These systems improve learning outcomes and encourage student engagement (Fazil et al, 2024). Chatbots, virtual tutors, and AI-powered educational assistants help to customize and scaffold their learning experiences (Chen et al., 2023). AI can support students with different capacities and provide inclusive learning environments. Recent research has highlighted the promise of AI in promoting accessibility. Based on the results of an exploratory survey, this Mixed Methods research aims to highlight the training teachers' needs about the use of AI and how to integrate innovation, tradition, and emotional skills in school to comprehensively train all students, no one excluded.


Keywords


Inglese: Artificial Intelligence; Emotional skills; Teachers’ training; Innovative Approach; Student’ engagement Italiano: Intelligenza Artificiale; Competenze emotive; Formazione dei docenti; Approcci innovativi; Coinvolgimento degli studenti.

Full Text:

PDF

References


Aruanno, B., Carruba, M. C., Mondellini, M., Santos-Paz, J. A., Ferrise, F., Karaki, J., & Covarrubias, M. (2024). Enhancing Inclusive Education for Young Students with Special Needs through Mixed Reality: Exploring the Potential of CNC Milling Machine Application. COMPUTER-AIDED DESIGN AND APPLICATIONS, 21(3), 522-535.

Bocci, F. (2018), L’ insegnante inclusive e la sua formazione: una questione aperta dei Disability Studies. In D. Goodley, S. D’Alessio, B. Ferri, F. Monceri, T. Titchkosky, G.Vadalà, E. Valtellina, V. Migliarini, F. Bocci, A. D Marra, R. Medeghini, (Eds.), Disability Studies e inclusione. Per una lettura critica delle politiche e pratiche educative (pp. 141-172). Trento: Erickson.

Booth, T., Nes, K. & Strømstad, M. (2003), Developing Inclusive Teacher Education. London: Routledge Falmer

Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25(1), 161-182.

D'Alessio, S., Medeghini, R., Vadalà, G., Bocci, F. (2015). L ’approccio dei Disability Studies per lo sviluppo delle pratiche scolastiche inclusive in Italia. In S.D.N. R. VIANELLO (a cura di), Quale scuola inclusiva in Italia? Oltre le posizioni ideologiche: risultati della ricerca (pp. 151-179). Trento : Edizioni Centro Studi Erickson.

Dovigo F, Pedone F (2019). I Bisogni Educativi Speciali. Una guida critica per insegnanti.

Drigas, A., Papanastasiou, G., & Skianis, C. (2023). The School of the Future: The Role of Digital Technologies, Metacognition and Emotional Intelligence. International Journal of Emerging Technologies in Learning (Online), 18(9), 65.

Fazil, A. W., Hakimi, M., Shahidzay, A. K., & Hasas, A. (2024). Exploring the Broad Impact of AI Technologies on Student Engagement and Academic Performance in University Settings in Afghanistan. RIGGS: Journal of Artificial Intelligence and Digital Business, 2(2), 56-63.

Ferraro, G. (2020), La formazione degli insegnanti e le strategie per promuovere la scuola inclusiva. Italian Journal of Special Education for inclusion, (8) 2, 259-277.

Gao, X., Lin, Q., & Xia, J. (2024). School Accountability and Student Social-Emotional Learning: Evidence From the OECD's Survey on Social and Emotional Skills. ECNU Review of Education, 20965311231222493.

Iannone, A., & Giansanti, D. (2023). Breaking Barriers—The Intersection of AI and Assistive Technology in Autism Care: A Narrative Review. Journal of Personalized Medicine, 14(1), 41.

Pokrovskaia, N. N., Spivak, V. A., Snisarenko, S. O., & Petrov, M. A. (2021, October). Metacognitive Strategies of Social Intelligence and Creativity Through Digital Communication

Tools. In International Conference on Professional Culture of the Specialist of the Future (pp. 573-588). Cham: Springer International Publishing.

Scuotto, C., Triberti, S., Limone, P., & Riva, G. (2024). ITMI: The use of Immersive Technologies to promote Moral Intuitions. Cyberpsychology, Behavior, and Social Networking.

Sulla, F., Monacis, D., & Limone, P. (2023). A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning. Frontiers in Psychology, 14, 1208012.

Morsanuto, S., Cipollone, E., & Peluso Cassese, F. (2023, July). Learning Labs and Virtual Reality. The Metaverse to Enhance Learning. In International Conference on Human-Computer Interaction (pp. 63-80). Cham: Springer Nature Switzerland.

Piceci, L., Mariani, A. M., & Cassese, F. P. (2021). Train teachers in digital citizenship to facilitate a sustainable education system. Form@ re-Open Journal per la formazione in rete, 21(3), 105-117.

Song, Y., Weisberg, L. R., Zhang, S., Tian, X., Boyer, K. E., & Israel, M. (2024). A Framework for Inclusive AI Learning Design for Diverse Learners. Computers and Education: Artificial Intelligence, 100212.

UNESCO Institute for Information Technologies in Education e Agenzia Europea per lo Sviluppo dell’Istruzione degli Alunni Disabili, (2011), ICTs in Education for People with Disabilities: Review of innovative. Mosca: UNESCO Institute for Information Technologies in Education. http://www.europeanagency.org/publications/ereports/ICTs-in-Education-for-People WithDisabilities/Review-of-Innovative-Practice.

Wang, C. P. (2023). Training children with autism spectrum disorder, and children in general with AI robots related to the automatic organization of sentence menus and interaction design evaluation. Expert Systems with Applications, 229, 120527.




DOI: https://doi.org/10.32043/gsd.v8i2.1146

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296