Vol 10, No 3 (2026)

ALGORITHMIC HEARTBEATS: AFFECTIVE EDUCATION IN THE AGE OF THE FOURTH REVOLUTION

Table of Contents

Papers

EDITORIALE
Francesco Peluso Cassese
PDF PDF (Italiano)
THE ALGORITHM CANNOT CARE, BUT IT CAN SUPPORT CARE: RETHINKING AFFECTIVE EDUCATION IN AI-MEDIATED LEARNING ENVIRONMENTS
Michele Martulli, Alberto Fornasari, Rosa Minerva
PDF (Italiano) PDF (Italiano)
DIGITAL SPACES AND AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC). TOWARDS EMOTIONALLY AWARE INCLUSIVE DIGITAL LEARNING SPACES.
Domenico Tafuri, Lucia Valentino
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Digital and Physical Learning Spaces for Student Athletes
Mattia Caterina Maietta, Maria Giovanna Tafuri
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FROM DIGITAL INTERACTION TO EMOTIONAL AWARENESS: ARTIFICIAL INTELLIGENCE, NON-COGNITIVE SKILLS AND CYBERBULLYING
Francesca Latino, Francesco Tafuri
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INNOVATIVE LANGUAGE TEACHER EDUCATION APPROACHES INTEGRATING AI-ASSISTED MODELS
Teresa Savoia, Oleksandra Zagorulko, Raffaele Di Fuccio
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ARTIFICIAL INTELLIGENCE, EMOTIONAL WELL-BEING, AND DIFFICULT DIALOGUES IN SCHOOL SETTINGS
Angelamaria De Feo, Chiara Bellotti
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Discovering and interacting with artworks using virtual mediators
Marco Caruso
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BETWEEN SIMULATED EMPATHY AND EMBODIED CARE: A COMPARATIVE REVIEW OF THE AFFECTIVE, RELATION AND PEDAGOGICAL DIMENSIONS IN AI-MEDIATED EDUCATION
Matteo Conte, Immacolata Messuri, Ines Tedesco, Gaetano Monaco
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PRECLINICAL USE OF AI FOR THE EARLY DETECTION OF MENTAL HEALTH ISSUES IN ADOLESCENCE: FEASIBILITY OF A HYBRID APPROACH TO THE HELPING RELATIONSHIP
Maria Luisa iavarone, Gaetano Monaco, Lorenzo Intermoia, Chiara Scuotto
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MEDIATING HERITAGE IN DISTRIBUTED EDUCATIONAL ENVIRONMENTS. A FRAMEWORK FOR LIFE SOFT SKILLS ASSESSMENT IN N.O.T.E. PROJECT
Sara Gemma, Marta Raffone, Alessandra Natalini
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AI-MEDIATED LISTENING PRACTICES AND THE RECONFIGURATION OF HUMAN INTERACTION AS A PEDAGOGICAL ACT IN THE AGE OF CHATBOTS
Alberto Fornasari
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ARTIFICIAL INTELLIGENCE AS HUMANITY’S OFFSPRING: EDUCATIONAL RESPONSIBILITIES IN THE AGE OF DIGITAL INNOVATION
Enza Sidoti, Lorenzo Marrali
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CAN CARE BE SIMULATED? TEACHERS’ JUDGMENTS OF EDUCATIONAL MESSAGES IN THE AGE OF GENERATIVE AI
Riccardo Sebastiani, Riccardo Mancini, Sara Pellegrini
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ARTIFICIAL INTELLIGENCE AS A MEDIATION DEVICE: TOWARDS AN EPISTEMOLOGICAL REDEFINITION OF ACTIVE TEACHING THROUGH THE 5E MODEL
Ines Tedesco, Matteo Conte, Immacolata Messuri
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SUPPORTING IEP SELECTION IN ITALY: A MATHEMATICAL DECISION-SUPPORT MODEL BASED ON SCREENING DATA
Erika Inderst, Luigi Iovino, Angelo Rega
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From Cognitive-Affective Vulnerabilities to Digital Agency. A Pedagogical Model to Address Algorithmic Manipulation
Domenico Rubino, Anna Maria Mariani
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BODY, MOVEMENT AND THE DIGITAL IN EARLY CHILDHOOD: PHYSICAL LITERACY AND EMBODIED INTERACTION IN IMMERSIVE ENVIRONMENTS
Federica Pelizzari, Laura Comaschi, Simona Ferrari
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Open Digital Spaces as Emotionally Aware Learning Environments: A Collaborative Experience in TFA Programs
Angela Ruotolo
PDF (Italiano) PDF (Italiano)
HYBRID NARRATIVES: INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS INTO THE FORMATIVE AUTOBIOGRAPHY PATH FOR PRE-SERVICE TEACHERS
Valeria Tamborra, Martina Dicorato
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COGNITIVE AND NON-COGNITIVE SKILLS IN INCLUSIVE SCHOOLS: THE ROLE OF HYBRID LEARNING ENVIRONMENTS
Patrizia Belfiore, Giovanni Tafuri, Generoso Romano
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A.N.I.M.A.: AN EXPERIMENTAL PEDAGOGICAL MODEL FOR CONSCIOUS SELF-NARRATION IN FIRST-CYCLE SCHOOL
Francesco Pio Sarcina, Anna Maria Cuzzi, Giulia Ranieri
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When Algorithms Learn to Speak: Debate as Affective Education in the Age of Artificial Intelligence
Rosa Carnevale
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TEACHERS’ CULTURAL POSITIONINGS AND ATTITUDES OF ARTIFICIAL INTELLIGENCE IN EDUCATION: EVIDENCE FROM AN ITALIAN DESCRIPTIVE STUDY
Adrea Fiorucci, Alessia Bevilacqua
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NEW TECHNOLOGIES FOR INCLUSION AND PSYCHO-PHYSICAL WELL-BEING IN THE CLASS GROUP
Emma Saraiello, Gianluca Gravino
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BEYOND THE DIGITAL DIVIDE: AI AS LINGUISTIC AND AFFECTIVE MEDIATION TOOL AMONG MIGRANT STUDENTS
Alba Caiazzo, Francesco Pio Dilillo
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BETWEEN INCLUSION AND INNOVATION: PRE-SERVICE SPECIAL EDUCATION TEACHERS’ PEDAGOGICAL ATTITUDES AND PROFESSIONAL CO-AGENCY WITH GENERATIVE AI
Mariagrazia Verbicaro, Patrizia Oliva
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IN THE MIRROR: REWRITING OF THE SELF. THE INTERACTION BETWEEN AUTOBIOGRAPHICAL PRATICE AND GENERATIVE ARTIFICIAL INTELLIGENCE.
Donatella Azzollini, Michele Baldassarre
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GENERATIVE ARTIFICIAL INTELLIGENCE IN SECONDARY EDUCATION: A PEDAGOGICAL FRAMEWORK FOR DIGITAL STORYTELLING AND COMPETENCE DEVELOPMENT
Marco Moccia, Anna Barbato
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Simulating empathy: artificial Intelligence, ontology of care, and authenticity of the relational experience
Chiara D'Alessio, Martina Errico
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ALGORITHMIC HEARTBEATS OF CARE: MUSEOTHERAPY, EDUCATIONAL POVERTY, AND AFFECTIVE MEDIATION IN VULNERABLE CHILDHOOD CONTEXTS
Antonella Coppi, Debora Tringali
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INVESTIGATING THE DIGITAL COMPETENCE OF IN-SERVICE TEACHERS THROUGH THE DIGCOMPEDU FRAMEWORK
Bianca De Vivo, Valeria De Padova, Anna Dipace, Andrea Tinterri
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ACCESS TO INFORMATION AND COMMUNICATION BARRIERS IN MIGRANT INTEGRATION PROCESSES: EVIDENCE FROM A QUALITATIVE STUDY IN POLAND
Francesco Pio Dilillo, Laura Sara Agrati
PDF (Italiano) PDF (Italiano)
TEACHING BEYOND THE MACHINE: A THREE-YEAR MODEL OF AFFECTIVE EDUCATION
Antonio Cuccaro, Chiara Gentilozzi, Sara Pellegrini, Riccardo Sebastiani, Filippo Gomez Paloma
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CONCEPT MAP IN PRIMARY SCHOOL: A PILOT STUDY WITH SMAPP
Clarissa Lella, Clarissa Lella, Maria Sarno, Vasco D'Agnese, Franco Rubinacci, Anna Esposito, Raffaele Di Fuccio
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ARTIFICIAL INTELLIGENCE AS A NARRATIVE MIRROR: INCLUSIVE STORYTELLING PRACTICES IN TEACHER EDUCATION
Rossana Campanale, Angela Ruotolo, Federica Pepe
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THE ALGORITHMIC HEARTBEAT: THE IEP AS AN AFFECTIVE DEVICE IN AI-ENHANCED HYBRID LEARNING ENVIRONMENTS
Sara Pellegrini, Filippo Gomez Paloma, Riccardo Mancini, Riccardo Sebastiani Pellegrini
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TEACHING IN THE AGE OF AI: MAPPING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ ORIENTATIONS BETWEEN RESISTANCE AND FASCINATION
Enza Manila Raimondo, Concettina Caparello, Marinella Muscarà
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FROM TECHNOPHOBIA TO ETHICAL INTEGRATION: RESEARCH EVIDENCE ON TEACHER EDUCATION IN THE ERA OF AI
Iolanda Sara Iannotta, Deborah Gragnaniello
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TEACHER EDUCATION, ARTIFICIAL INTELLIGENCE, EDUCATIONAL COMPLEXITY: EMPIRICAL EVIDENCE AND PEDAGOGICAL PERSPECTIVES
Maria Tiso, Iolanda Sara Iannotta
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TEACHING IN THE AGE OF ARTIFICIAL INTELLIGENCE: BETWEEN PARADIGM SHIFT AND THE “FRANKENSTEIN COMPLEX” IN EDUCATIONAL PRACTICES. A CRITICAL PEDAGOGICAL INQUIRY
Antonella Bambacaro, Francesco Paraggio, Rosanna Tammaro
PDF (Italiano) PDF (Italiano)
FAMILIES IN MOTION. THE ROLE OF CULTURE AND MEDIA IN THE RECOGNITION OF PLURAL FAMILY EXPERIENCES. A PRELIMINARY DATA ANALYSIS
Andrea Fiorucci, Crisol Moya Emilio
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THE PEDAGOGICAL VALUE OF NARRATION IN THE AGE OF ARTIFICIAL INTELLIGENCE
Concetta Ferrantino, Rosanna Tammaro
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MULTILINGUALISM AND MULTISENSORY TECHNOLOGIES
Fabrizio Liguori, Domenico Tafuri
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THINKING OF OTHERNESS IN THE ERA OF AI. FOR A PEDAGOGY OF EMOTIONAL INTELLIGENCE IN FORMAL CONTEXTS
Mirca Benetton, Pierluca Turnone, Grazia Romanazzi, Giada Prisco, Chiara Bellotti, Michela Baldini, Angela Arsena
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UNIVERSITY PROFESSORS' FAVORABLE DISPOSITION TOWARD AI-BASED DIAGNOSTIC ASSESSMENT: CHALLENGES AND OPPORTUNITIES FOR FACULTY DEVELOPMENT
Antonella Nuzzaci
PDF (Italiano) PDF (Italiano)
HYBRID AND EMOTIONALLY AWARE LEARNING ENVIRONMENTS AND DIGITAL AFFECTIVE LITERACY: A MIXED-METHOD STUDY ON WELL-BEING, ENGAGEMENT AND INCLUSION IN SECONDARY SCHOOLS
Giovanna Scala, Maria Giovanna Tafuri
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SOCIAL ROBOTICS TO PROMOTE INCLUSIVE EDUCATIONAL PROCESSES: A STUDY ON FUTURE EDUCATORS’ PERCEPTIONS
Valeria Vadalà, Arianna Ricciardi, Rosabel Martinez Roig, Nadia Carlomagno
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CORPOREALITY AND LANGUAGE SKILLS IN PRIMARY SCHOOL: A QUASI-EXPERIMENTAL STUDY BASED ON BACKWARD DESIGN
Antonio Ascione
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AFFECTIVE DIGITAL LITERACY AND CITIZENSHIP: A QUASI-EXPERIMENTAL STUDY IN PRIMARY SCHOOL
Antonio Ascione, Ilenia Amati
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PRE-SERVICE TEACHERS' PERCEPTIONS OF ARTIFICIAL INTELLIGENCE: AN EXPLORATORY STUDY ON CURRENT USES AND PROFESSIONAL PROJECTIONS
Martina Casillo, Ettore Melchionna, Nadia Carlomagno
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VIOLENCE, ALGORITHMS, AND SCHOOL: A QUASI-EXPERIMENTAL INVESTIGATION INTO THE EFFECTIVENESS OF DIGITAL AFFECTIVE LITERACY IN MIDDLE SCHOOL
Francesco Del Sorbo, Rosa Indellicato
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The Tutor as an Emotional Compass: Mentorship and AI in Teacher Education
silvia scipilliti, Alfredo Leotta, Simona Morlino
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The Virtual Museum as an Inclusive Learning Environment: Teachers’ Perceptions of AI, Flipped Inclusion and Digital Wellbeing
Alessia Sozio, Maria Carbone, Tonia De Giuseppe
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Beyond the Pitch and the Screen: Convergent Mechanisms of Affective Self-Exclusion in Sport and Digital Practices among Italian Pre-Adolescents. A Mixed-Methods Inquiry
Andrea Pisaniello, Alessandro Figus, Diana Spulber
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Incarnate Care. The Importance of Touch
Edoardo Ghezzani
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MAPPING INNOVATION IN DIGITAL ASSESSMENT ECOSYSTEMS: A COMPARATIVE ANALYSIS OF EUROPEAN ONLINE UNIVERSITIES
Maria Clara Dicataldo, Federica Picasso, Irene D.M. Scierri, Andrea Tinterri, Anna Dipace, Pierpaolo Limone
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DIGITAL AFFECTIVE LITERACY AND ALGORITHMIC MEDIATION IN THE RECONFIGURATION OF EDUCATIONAL RELATIONSHIPS IN HIGHER EDUCATION
Antonella Coppi, Sabrina Lucilla Barone
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Digital Influence in Education Context: Algorithmic Infrastructures and Informed Inferences in the Age of Hypermediality
Angelo Cappello
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OPPORTUNITIES AND RISKS OF AI IN LESSON PLANNING: INSIGHTS FROM PRE-SERVICE TEACHERS
Laura Sara Agrati, Arianna Beri
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AI IN TEACHING FOR A DIGITAL HUMANISM: ETHICAL CONDITIONS, CRITICAL TRAINING OF TEACHERS AND PRIMACY OF THE EDUCATIONAL RELATIONSHIP.
Giuseppe Liverano
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Beyond technical expertise: understanding the relationship between teachers and Artificial Intelligence through the ARISE-AI framework
Matteo Adamoli, Federica Emanuel, Marco Rondonotti, Michele Marangi, Paolo Raviolo
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The Irreducible Dimension: Toward an Integration of Automated Tutoring and Mentoring in AI-Supported Education
Sara Selmi Selmi, Guido Scarano, Lucia Martiniello
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Social robotics for inclusive socio-emotional learning
Simona Iannaccone
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RESISTING THE ALGORITHM: AFFECTIVE LITERACY AS A RELATIONAL COMPASS
Santa Carrozza, Paolo Siclari
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INDIVIDUALIZED SNOEZELEN ROOM INTERVENTION FOR ADULTS WITH AUTISTIC SPECTRUM DISORDER: PRELIMINARY EVIDENCE ON BEHAVIOURAL OUTCOMES AND QUALITY OF LIFE
Mariachiara Feresin
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HYBRID AND EMOTIONALLY AWARE LEARNING ENVIRONMENTS: AN EXPERIMENTAL STUDY ON INTELLIGENT EDUCATIONAL ARCHITECTURES
Davide Di Palma
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From Workplace to Classroom: A Mixed Method Approach to Measuring Creativity and AI-Related Dispositions. The AICREA Scale and Qualitative Analysis on SME Managers
Valentina Giordano Giordano, Carci Giuseppe, Andrea Laudadio, Irene Petruccelli, Flavia Bonaiuto, Alessia Gargano
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The algorithmic self between semantic impoverishment and new citizenships Systemic Triangulation as a device of agency and social productivity
Salvatore Mancarella
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Embodied Inclusion in Emotionally Aware Hybrid Learning Environments: A Case Study on Visual Impairment
Addolorata Amadoro
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Instructional design in Teacher Education and Generative AI: a two-year exploratory study on the alignment of AI-Generated learning activities with the Anderson and Krathwohl Taxonomy
Ludovica Rizzo, Stefania Pinnelli
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BEYOND THE TECHNOSUPERCRIP: NEURO-BODY-DIVERGENCE AS A POLITICAL SPACE IN THE CRIPBORG PARADIGM
Marianna Piccioli, Angela Magnanini, Marco D'Onofrio, Chiara Pannone
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Beyond the Shadows of the Digital Cave: Educational Care and Self-Regulation in the Hyper-Connected Adolescent
Mariella Tripaldi
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INCLUSIVE DIGITAL ECOSYSTEMS FOR NEURODIVERSITY: STAKEHOLDER PERSPECTIVES ON SUPPORT, TRUST, AND DIGITAL INTEGRATION
Dalila Maria Maria Ciciriello
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LONELINESS, SOCIAL SUPPORT AND PSYCHOLOGICAL DISTRESS AS CORRELATES OF EMOTIONAL-RELATIONAL ENGAGEMENT WITH CONVERSATIONAL AI
Eugenia Treglia, Margot Zanetti, Francesco Peluso Cassese
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Enhancing healthcare training through Virtual and Augmented Reality: a meta-review
Mariagrazia D'Ippolito, Loredana Addimando, Luna Lembo, Francesco Peluso Cassese
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COGNITIVE AND NON-COGNITIVE SKILLS IN INCLUSIVE SCHOOLS: THE ROLE OF HYBRID LEARNING ENVIRONMENTS
Patrizia Belfiore, Giovanni Tafuri, Generoso Romano
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