Italian Journal of Health Education, Sports and Inclusive Didactics
Orchestrating Hybrid Environments: A STIAEM Pilot Study on Teacher Identity and Algorithmic Ethics
Abstract
L'integrazione dell'IA generativa (GenAI) nelle scuole impone una profonda riconfigurazione dei ruoli professionali. Questo articolo presenta uno studio pilota che valida un questionario multidimensionale, co-progettato nell'ambito del progetto Erasmus+ STIAEM (2025-1-IT02-KA220-SCH-000365213). Somministrato tramite CAWI a futuri insegnanti, lo strumento integra una scala sulle percezioni dell'IA, item mappati sul quadro di riferimento europeo DigComp e tre scenari dilemmatici che esplorano la dequalificazione metodologica, l'erosione dell'alleanza educativa e la valutazione docimologica dell'uso dell'IA da parte degli studenti. L'analisi dei profili latenti (LPA) ha identificato tre cluster teoricamente coerenti: insegnanti ottimisti, adottanti ambivalenti e tradizionalisti. Le inferenze attestano l'elevata sensibilità di questi scenari, rivelando una correlazione significativa tra la salvaguardia dell'intenzionalità pedagogica dell'insegnante e la preservazione della mediazione relazionale in classe.
Keywords
References
References
Aldemir, T., Kilinc, S., Bicer, A., Grant, P., Davis, T., & Sweany, N. W. (2025). Intelligent‑TPACK in practice: design and evidence from a three‑week teacher preparation module. Computers and Education Open, 9, 100306. https://doi.org/10.1016/j.caeo.2025.100306
Alexandron, G., Aroch, I., Cukurova, M., & Blonder, R. (2026). Preparing in-service science teachers for the AI era: insights from an ‘AI competence development’ academic course. International Journal of Science Education. https://doi.org/10.1080/09500693.2026.2629342
Alioto, B. P., Jacomuzzi, A. C., & Klemke, R. (2025). Changing Beliefs: The Use of a Playful Approach to Foster a Growth Mindset. Education Sciences, 15(11), 1421. https://doi.org/10.3390/educsci15111421
Alva, L. R., & Pandey, B. (2026). Agentic AI systems in the age of generative models: architectures, cloud scalability, and real-world applications. Artificial Intelligence Review, 59(3), 88. https://doi.org/10.1007/s10462-025-11458-6
Annapureddy, R., Fornaroli, A., & Gatica-Perez, D. (2025). Generative AI Literacy: Twelve Defining Competencies. Digital Government: Research and Practice, 6(1), 1-13. https://doi.org/10.1145/3685680
Bae, H., Jaesung, H., Park, J., Choi, G. W., & Moon, J. (2024). Pre-Service Teachers’ Dual Perspectives on Generative AI: Benefits, Challenges, and Integration into their Teaching and Learning. Online Learning Journal, 28(3), 131-156. https://doi.org/10.24059/olj.v28i3.4543
Bagdonaitė, J., & Dagienė, V. (2025). Artificial Intelligence in Primary Education: A Systematic Literature Review 2020–2025. Informatics in Education, 24(4), 697-736. https://doi.org/10.15388/INFEDU.2025.24
Benedikt, L., Joshi, C., Nolan, L., Henstra-Hill, R., Shaw, L., & Hook, S. (2020). Human-in-the-loop AI in government: A case study. In Proceedings of the 25th International Conference on Intelligent User Interfaces (pp. 488–497). Association for Computing Machinery. https://doi.org/10.1145/3377325.3377489
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
De Silva, D., Mills, N., Moraliyage, H., Rathnayaka, P., Wishart, S., & Jennings, A. (2025). Responsible Artificial Intelligence Hyper-Automation with Generative AI Agents for Sustainable Cities of the Future. Smart Cities, 8(1), 34. https://doi.org/10.3390/smartcities8010034
European Parliament & Council of the European Union. (2024). Regulation (EU) 2024/1689 of the European Parliament and of the Council of 13 June 2024 laying down harmonised rules on artificial intelligence (Artificial Intelligence Act). Official Journal of the European Union, L series. https://eur-lex.europa.eu/eli/reg/2024/1689/oj/eng
Huynh, L., Le, T. H., Dang, B., An, B. T., Vu, C. T., & Nguyen, A. (2025). Mindset matters: Fostering teachers’ responsible AI use through professional development. Journal of New Approaches in Educational Research, 14(1), 23. https://doi.org/10.1007/s44322-025-00043-y
Işık, S., Çakır, R., & Korkmaz, Ö. (2024). Teachers’ Perception Scale Towards the Use of Artificial Intelligence Tools in Education. Participatory Educational Research, 11(6), 80-94. https://doi.org/10.17275/per.24.95.11.6
Janloy, K., Wuttidittachotti, P., Wannapiroon, P., & Kaewduangta, P. (2025). Agentic AI-Driven and Human-Centered Cyber Immune Platforms for Cyber Threat Intelligence Verification under PDPA Regulations. In 2025 5th International Conference on Educational Communications and Technology (ICTAECT). IEEE. https://doi.org/10.1109/ICTAECT67351.2025.11391269
Jayasinghe, S. (2024). Promoting active learning with ChatGPT: A constructivist approach in Sri Lankan higher education. Journal of Applied Learning and Teaching, 7(2), 141-154. https://search.informit.org/doi/reader/10.3316/informit.T2025091800012290191761715
Kalasapudi, V. S., Seelam, A., Ganupa, S., & Tofferi, C. (2026). The overlooked frontier of AI in construction: conversational, document-native automation for administrative workflows. Frontiers in Built Environment, 11, 1713342. https://doi.org/10.3389/fbuil.2025.1713342
Küçükuncular, A., & Ertugan, A. (2025). Teaching in the AI Era: Sustainable Digital Education Through Ethical Integration and Teacher Empowerment. Sustainability, 17(16), 7405. https://doi.org/10.3390/su17167405
Lakhe Shrestha, B. L., Dahal, N., Hasan, M. K., Paudel, S., & Kapar, H. (2025). Generative AI on professional development: a narrative inquiry using TPACK framework. Frontiers in Education, 10, 1550773. https://doi.org/10.3389/feduc.2025.1550773
Makhmudova, D. M., Sharipova, X. R., Hojiyev, N. K., Ergashev, A. E., Satvaldieva, Y. K., Mamatkulova, K. U., & Khudoynazarov, E. M. (2025). Ethical and Legal Challenges of Implementing AI in Science and Math Education in Central Asia. Qubahan Academic Journal, 5(3), 294-326. https://doi.org/10.48161/qaj.v5n3a2053
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084
Ministero dell’Istruzione e del Merito. (2024). Linee guida per l’introduzione dell’Intelligenza Artificiale nelle istituzioni scolastiche. Ministero dell’Istruzione e del Merito. https://www.mim.gov.it/documents/20182/0/MIM_Linee+guida+IA+nella+Scuola_09_08_2025-signed.pdf
Natarajan, S., Mathur, S., Sidheekh, S., Stammer, W., & Kersting, K. (2025). Human-in-the-loop or AI-in-the-loop? Automate or collaborate?. Proceedings of the AAAI Conference on Artificial Intelligence, 39(27), 28594–28600. https://doi.org/10.1609/aaai.v39i27.35083
Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024). Design and validation of the AI literacy questionnaire: The affective, behavioural, cognitive and ethical approach. British Journal of Educational Technology, 55(3), 1082-1104. https://doi.org/10.1111/bjet.13411
OECD. (2024). Education Policy Outlook 2024: Reshaping Teaching into a Thriving Profession from ABCs to AI. OECD Publishing. https://doi.org/10.1787/dd5140e4-en
Okada, A., Sherborne, T., Panselinas, G., & Kolionis, G. (2025). Fostering Transversal Skills Through Open Schooling Supported by the CARE-KNOW-DO Pedagogical Model and the UNESCO AI Competencies Framework. International Journal of Artificial Intelligence in Education, 35(4), 1953-1998. https://doi.org/10.1007/s40593-025-00458-w
Patrignani, N., & Whitehouse, D. (2014). Slow Tech: The Bridge between Computer Ethics and Business Ethics. In K. Kimppa, D. Whitehouse, T. Kuusela, & J. Phahlamohlaka (Eds.), ICT and Society. IFIP AICT, vol 431. Springer. https://doi.org/10.1007/978-3-662-44208-1_9
Potter, A. H., Arner, T., McCarthy, K. S., & McNamara, D. S. (2026). Integrating Reading, Writing, and Digital Tools in Science: A Participatory-Design Study of the InSPECT Framework. Education Sciences, 16(1), 6. https://doi.org/10.3390/educsci16010006
Prilop, C. N., Mah, D.-K., Jacobsen, L. J., Hansen, R. R., Weber, K. E., & Hoya, F. (2025). Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9, 100471. https://doi.org/10.1016/j.caeai.2025.100471
Ramaiah, N. S., Shashi, P., Sidhu, K. S., Pardeshi, S. M., Shyry, S. P., & Soni, M. (2026). Intelligent Cyber Defense Ecosystems: Integrating AI, ML, and Human Expertise. In Building Resilient Digital Ecosystems: Security, Governance, and Transformation (pp. 29-56). IGI Global. https://doi.org/10.4018/979-8-3373-9968-3.ch002
Rind, I. A. (2026). Conceptualizing the Impact of AI on Teacher Knowledge and Expertise: A Cognitive Load Perspective. Education Sciences, 16(1), 57. https://doi.org/10.3390/educsci16010057
Soleimani, S., Farrokhnia, M., van Dijk, A., & Noroozi, O. (2025). Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education. Innovations in Education and Teaching International, 62(5), 1598-1613. https://doi.org/10.1080/14703297.2025.2530767
Topali, P., Haelermans, C., Molenaar, I., & Segers, E. (2025). Pedagogical considerations in the automation era: A systematic literature review of AIEd in K-12 authentic settings. British Educational Research Journal, 51(6), 2777-2809. https://doi.org/10.1002/berj.4200
Wu, X., Xiao, L., Sun, Y., et al. (2022). Wu, X., Xiao, L., Sun, Y., Zhang, J., Ma, T., & He, L. (2022). A survey of human-in-the-loop for machine learning. Future Generation Computer Systems, 135, 364–381. https://doi.org/10.1016/j.future.2022.05.014
Wu, M., & Chen, Z. (2026). Reducing social distance through generative AI: instructional leadership in grammar-dominated Spanish curricula in Chinese universities. Frontiers in Education, 11, 1759284. https://doi.org/10.3389/feduc.2026.1759284
Xerri, D. (2025). Enhancing Reflective Practice in Language Teacher Education: Technology as a Critical Reflective Partner. Technology in Language Teaching and Learning, 7(2), 103214. https://doi.org/10.29140/tltl.v7n2.103214
DOI: https://doi.org/10.32043/gsd.v10i4.1845
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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