ARTIFICIAL INTELLIGENCE AS A NARRATIVE MIRROR: INCLUSIVE STORYTELLING PRACTICES IN TEACHER EDUCATION

Abstract

This exploratory descriptive study examines how inclusive storytelling, Universal Design for Learning and generative artificial intelligence can support teacher education for inclusive practices. Conducted within Inclusive Learning Technologies workshops for specialisation courses in support teaching, it analysed 162 pre and post questionnaires completed by preschool, primary and lower secondary teachers. Participants designed digital narratives with Book Creator, StoryJumper and AI tools, creating inclusive stories and visual supports. Results show a marked increase in participants’ perceived knowledge of inclusive storytelling, readiness to use narrative practices and confidence in designing inclusive narrative activities. Participants also reported a more grounded view of technologies and AI as cognitive and creative mediators for personalization, accessibility and participation. The findings suggest that AI can function as a narrative mirror, enhancing reflection and planning while preserving teachers' agency and ethical responsibility.