Italian Journal of Health Education, Sports and Inclusive Didactics
The Virtual Museum as an Inclusive Learning Environment: Teachers’ Perceptions of AI, Flipped Inclusion and Digital Wellbeing
Abstract
Within the framework of the Fourth Industrial Revolution, artificial intelligence is reshaping the cognitive, relational, and affective conditions of educational experience. This shift makes it necessary to move beyond Digital Literacy towards a broader form of Digital Affective Literacy. From this perspective, the virtual museum can be understood as a hybrid environment. Cultural heritage, algorithmic technologies, accessibility and inclusive design may converge within it, opening new possibilities for teaching, cultural participation and digital wellbeing.
This paper investigates Italian teachers’ perceptions of the virtual museum as an inclusive learning environment. It also examines the role of AI in educational processes and the need for critical, affective, and design-oriented competences to inhabit digital environments responsibly. The study is based on an exploratory-descriptive quantitative survey conducted with a sample of teachers. Data were collected through an online questionnaire organised into sections on virtual museum experience, self-perceived competences, digital pro-sociality, museum-related affective wellbeing and orientation towards educational artificial intelligence.
The article proposes a pedagogical reading of the virtual museum as a space of mediation between artificial intelligence, Flipped Inclusion, and digital affective competences. It aims to contribute to the debate on the design of virtual educational environments able to combine accessibility, algorithmic responsibility, relationship, and inclusion.
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DOI: https://doi.org/10.32043/gsd.v10i3.1799
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Italian Journal of Health Education, Sports and Inclusive Didactics
Publisher: Cares srl – REN Press (since 2026). Previously published by Gaia srl – Edizioni Universitarie Romane (2017–2025).
ISSN: 2532-3296 E-ISSN: 3103-5744