Italian Journal of Health Education, Sports and Inclusive Didactics
TEACHERS’ CULTURAL POSITIONINGS AND ATTITUDES OF ARTIFICIAL INTELLIGENCE IN EDUCATION: EVIDENCE FROM AN ITALIAN DESCRIPTIVE STUDY
Abstract
The rapid development of artificial intelligence (AI) and Generative AI (GenAI), particularly systems based on large language models (LLMs), is reshaping teaching practices, assessment processes, and ethical debates concerning authenticity, source reliability, and educational responsibility. Understanding teachers’ attitudes toward AI is essential to identify acceptance, resistance, and professional development needs. This contribution presents the results of a descriptive survey conducted with 682 in-service teachers from different school levels and Italian regions, who completed an Italian adaptation of the questionnaire by Alsudairy and Eltantawy (2024). The study examines teachers’ attitudes of AI’s educational potential, risks, and conditions for responsible use in school contexts, also considering professional variables. The findings offer insight into how teachers position themselves toward AI and GenAI, highlighting implications for teacher education and ethical innovation.
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References
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DOI: https://doi.org/10.32043/gsd.v10i3.1748
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Italian Journal of Health Education, Sports and Inclusive Didactics
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