FROM DIGITAL INTERACTION TO EMOTIONAL AWARENESS: ARTIFICIAL INTELLIGENCE, NON-COGNITIVE SKILLS AND CYBERBULLYING

Francesca Latino, Francesco Tafuri

Abstract


In digitally mediated educational contexts, bullying and cyberbullying reflect a crisis in socio-emotional competencies, amplified by online interactions. This contribution explores the role of emerging technologies, artificial intelligence, social robotics, and emotionally aware environments, as pedagogical tools for prevention. Through a comparative observational study conducted across different European school systems, based on questionnaires and interviews with teachers and students, the research analyzes educational practices and levels of digital affective literacy. The findings highlight how the integration of non-cognitive skills with the critical use of AI can foster empathy, awareness, and well-being, while also raising ethical concerns related to the simulation of emotions. The study emphasizes the central role of teacher training in managing relational dynamics within technologically mediated contexts.


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DOI: https://doi.org/10.32043/gsd.v10i3.1726

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