HOW AI CAN FOSTER EMOTIONAL LITERACY IN FUTURE LEARNING SUPPORT TEACHERS: AN EXPLORATORY STUDY

Ilaria Viola, Lucia Campitiello, Rosa d'Angelo, Stefano Di Tore, Paola Aiello

Abstract


Recent educational policies and international literature emphasize the role of Artificial Intelligence (AI) in teacher training, as well as the need to develop socio-emotional competencies. In line with these premises, the present study explores the use of an AI-based chatbot, designed to be accessible and provide immediate feedback, with the aim of promoting emotional awareness among future learning support teachers. The research initially involves the administration of validated tests to assess Emotional Quotient levels and related dimensions, along with a questionnaire aimed at investigating attitudes toward inclusive practices. The study aims to provide insights into how AI-based tools can foster greater emotional awareness and self-regulation in teacher education, promoting more inclusive practices and opening new directions for research in the field.


Keywords


Chatbot, Emotional Intelligence, Learning support teacher training

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References


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DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1529

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