GENERATIVE ARTIFICIAL INTELLIGENCE IN SECONDARY EDUCATION: A PEDAGOGICAL FRAMEWORK FOR DIGITAL STORYTELLING AND COMPETENCE DEVELOPMENT

Marco Moccia, Anna Barbato

Abstract


The rapid development of Generative Artificial Intelligence (GenAI) is reshaping educational systems by transforming instructional design and learning environments. This paper proposes a theoretical-pedagogical framework for integrating GenAI into upper secondary education through Digital Storytelling as an active methodology for competence development. Drawing on recent international literature and policy frameworks (DigCompEdu, DigComp 2.2, UNESCO, OECD), the study introduces the AI-STORY Framework. This model is structured around five dimensions: instructional design, Prompt Engineering, collaborative storytelling, critical output verification, and authentic assessment. The findings suggest that GenAI should be considered a cognitive mediator rather than a substitute for teachers, emphasizing the central role of pedagogical design and critical thinking.

 


Keywords


KEYWORDS: Generative Artificial Intelligence; AI Literacy; Digital Storytelling; Competence Development; Prompt Engineering.

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References


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DOI: https://doi.org/10.32043/gsd.v10i3.1755

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