DIGITAL SKILLS OF TEACHERS IN THE AGE OF ARTIFICIAL INTELLIGENCE

Amelia Lecce, Stefano Di Tore

Abstract


As required by the EU guidelines and DigCompEdu, the use of AI requires the adoption of critical thinking on the risks and opportunities of technology. Understanding the “grammar” of algorithms is essential for digital literacy. In this context, research on the level of competence, perception and use of AI and digital technologies in inclusive teaching by teachers fits in.


Full Text:

PDF

References


Anastasi, S., & Biuso, A. (2020). Oltre l’etica: un approccio antropodecentrico all’intelligenza artificiale. Rivista Internazionale di Filosofia e Psicologia, 11, 251-258. https://doi.org/10.4453/RIFP.2020.0016.

Andrews, D., Van Lieshout, E., & Kaudal, B. (2023). How, Where, And When Do Students Experience Meaningful Learning?. International Journal of Innovation in Science and Mathematics Education. https://doi.org/10.30722/ijisme.31.03.003.

Commissione Europea. (2022). Ethical guidelines on the use of artificial intelligence (AI) and data in teaching and learning for educators. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/153756

Di Rosario, G., & Ciastellardi, M. (2025). The Integration of Artificial Intelligence in Communication Design. Case Studies from the Polytechnic of Milan: from Digital Culture to Sociology of Media. Journal of Educational, Cultural and Psychological Studies (ECPS Journal). https://doi.org/10.7358/ecps-2024-030-roci.

Di Tore, S., Campitiello, L., Todino, M. D., Iannaccone, A., & Sibilio, M. (2022). Education in the metaverse: amidst the virtual and reality. Italian Journal of Health Education, Sport And Inclusive Didactics, 6(3).

Esenalieva, G., Isaev, R., Erdolatov, S., Abdillaeva, N., & Dozzhanov, E. (2023). DEVELOPMENT OF DIGITAL LITERACY OF TEACHERS. Alatoo Academic Studies. https://doi.org/10.17015/aas.2023.231.18.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449 - 2472. https://doi.org/10.1007/s11423-020-09767-4.

Jiang, B. (2025). Enhancing digital literacy in foreign language teaching in Chinese universities: Insights from a systematic review. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2024.104845.

Jonassen, D., & Strobel, J. (2006). Modeling for Meaningful Learning. , 1-27. https://doi.org/10.1007/1-4020-3669-8_1.

Lecce, A. (2024a). Artificial Intelligence at school: challenges and opportunities for innovative teaching. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(1).

Lecce, A. (2024b). Reflections on the Implications of Artificial Intelligence in Inclusive Education. In Workshop on Artificial Intelligence with and for Learning Sciences: Past, Present, and Future Horizons (pp. 27-34). Cham: Springer Nature Switzerland.

Marcuse, H. (1999). L'uomo a una dimensione: l'ideologia della società industriale avanzata. Italia: Einaudi.

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 6, 1017–1054.

Nguyen, A., Ngo, H., Hong, Y., Dang, B., & Nguyen, B. (2022). Ethical principles for artificial intelligence in education. Education and Information Technologies, 28, 4221 - 4241. https://doi.org/10.1007/s10639-022-11316-w.

Ranieri, M., Cuomo, M., & Biagini, F. (2024). AI Literacy: Educare nell’epoca dell’intelligenza artificiale. Il Mulino.

Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/159770

Roncaglia, G. (2023). L'architetto e l'oracolo: forme digitali del sapere da Wikipedia a ChatGPT. Gius. Laterza & Figli Spa.

Sibilio, M. (2023). La semplessità: proprietà e principi per agire il cambiamento. Morcelliana.

Sibilio, M., Di Tore, S., Todino, M. D., Lecce, A., Viola, I., & Campitiello, L. (2023, July). MetaWelt: embodied in which body? Simplex didactics to live the web 3.0. In International Conference on Human-Computer Interaction (pp. 111-119). Cham: Springer Nature Switzerland.

Vygotskij, L. S., Mecacci, L. (1998). Pensiero e linguaggio: ricerche psicologiche. Italia: Laterza.

Williams, R., Ali, S., Devasia, N., DiPaola, D., Hong, J., Kaputsos, S., Jordan, B., & Breazeal, C. (2022). AI + Ethics Curricula for Middle School Youth: Lessons Learned from Three Project-Based Curricula. International Journal of Artificial Intelligence in Education, 1 - 59. https://doi.org/10.1007/s40593-022-00298-y.

Wilson, B. G. (1995). Metaphors for instruction: Why we talk about learning environments. Educational Technology, 35(5), 25-30.




DOI: https://doi.org/10.32043/gsd.v9i2_Sup.1530

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 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