Italian Journal of Health Education, Sports and Inclusive Didactics
ARTIFICIAL INTELLIGENCE, EMOTIONAL WELL-BEING, AND DIFFICULT DIALOGUES IN SCHOOL SETTINGS
Abstract
In school contexts characterized by competitive dynamics and the vulnerabilities typically associated with adolescence, many students experience forms of social exclusion and emotional distress. Such experiences significantly affect emotional regulation processes and learning dynamics. Within this framework, artificial intelligence (AI), as highlighted by the DigComp 2.2, may serve as a valuable resource for supporting students’ emotional well-being by fostering self-awareness, metacognition, and self-regulation. In particular, conversational agents and social robots can facilitate the exploration of personal experiences and enhance student engagement, partly due to the perception of social presence they are capable of generating. However, their use requires a continuous critical and reflective approach, as it entails numerous ethical, pedagogical, and relational risks. Algorithms should therefore be regarded as supportive tools rather than substitutes for educational relationships. From this perspective, teachers retain a central role in promoting students’ personal growth, recognizing both their vulnerabilities and their potential.
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DOI: https://doi.org/10.32043/gsd.v10i3.1731
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Italian Journal of Health Education, Sports and Inclusive Didactics
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