Email this article Indagine esplorativa sulla percezione dei docenti neoassunti circa l’impiego dell’intelligenza artificiale nella didattica: punti di forza, ostacoli e prospettive
Abstract
EXPLORATORY SURVEY ON NEWLY RECRUITED TEACHERS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING: STRONG POINTS, OBSTACLES AND PERSPECTIVES
Abstract
This exploratory study investigates teachers’ perceptions regarding the use of artificial intelligence (AI) in education, which many studies view as an opportunity to innovate and enhance teaching practices and to support a more inclusive, student-centered approach. The questionnaire «Teachers’ trust in AI-based EdTech» by Nazaretsky et al. (2022) was administered to newly hired teachers and to in-service teachers who serve as mentors to new hires. The aim was to understand how teachers perceive AI and to identify its benefits and challenges in educational settings. For instance, whether AI can be seen as valuable support for personalized learning and classroom management, or whether its use may be hindered by a lack of adequate teacher training. Exploring teachers’ perceptions of AI can serve as a starting point for developing training programs aimed at fostering teachers’ informed engagement with AI in education.
Keywords
Full Text:
PDFReferences
Albion, P.R., & Ertmer, P.A. (2002). Beyond the foundations: The role of vision and belief in teachers' preparation for integration of technology. TechTrends, 46(5), 34-38.
https://doi.org/10.1007/BF02818306
Baidoo-Anu, D., & Ansah, L.O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62.
https://doi.org/10.61969/jai.1337500
Baker, T., Smith, L., & Anissa, N. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. [30/09/2024].
https://www.nesta.org.uk/report/education-rebooted/
Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2016). Learning analytics beyond the LMS: The connected learning analytics toolkit. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge - LAK16 (pp. 11-15). New York: Association for Computing Machinery (ACM).
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66, 616-630.
https://doi.org/10.1007/s11528-022-00715-y
Chan, C.K.Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38.
https://doi.org/10.1186/s41239-023-00408-3
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278.
https://doi.org/10.1109/ACCESS.2020.2988510
Chounta, I.A., Bardone, E., Raudsep, A., & Pedaste, M. (2022). Exploring teachers' perceptions of artificial intelligence as a tool to support their practice in Estonian K12 education. International Journal of Artificial Intelligence in Education, 32(3), 725-755.
https://doi.org/10.1007/s40593-021-00243-5
Creswell, J.W., & Poth, C.N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: Sage.
Decreto-legge 2 marzo 2024, n. 19
https://www.normattiva.it/uri-res/N2Ls?urn:nir:stato:2024;19~art29!vig
Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London: Routledge.
DM 226/22
https://www.mim.gov.it/web/miur-usr-toscana/-/disposizioni-per-formazione-e-prova-docenti-dm-226-2022
Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
https://doi.org/10.1007/BF02504683
Ertmer, P.A., & Albion, P. (2002). Essential conditions for technology integration in education. Educational Technology Research and Development, 50(3), 1-8.
European Commission: Joint Research Centre & Economou, A. (2023). SELFIE for teachers - Toolkit using SELFIE for TEACHERS - Supporting teachers in building their digital competence. Publications Office of the European Union.
https://data.europa.eu/doi/10.2760/626409
Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
Glaser, N. (2023). Exploring the potential of ChatGPT as an educational technology: An emerging technology report. Technology, Knowledge and Learning, 28(4), 1945-1952.
https://doi.org/10.1007/s10758-023-09684-4
Guest, G., MacQueen, K.M., & Namey, E.E. (2012). Applied thematic analysis. Thousand Oaks, CA: Sage.
https://doi.org/10.4135/9781483384436
Herft, A. (2023). A teacher's prompt guide to ChatGPT aligned with «What Works Best» guide.
https://www.herfteducator.com/
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education for teaching and learning. Boston, MA: Center for Curriculum Redesign.
Hwang, G.J., & Chen, N.S. (2023). Exploring the potential of generative artificial intelligence in education: Applications, challenges, and future research directions. Educational Technology & Society, 26(2), 18.
Hwang, G.J., Xie, H., Wah, B.W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001.
https://doi.org/10.1016/j.caeai.2020.100001
Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48-63.
https://doi.org/10.1080/15391523.2022.2142873
Jobin, A., Ienca, M., & Vayena, E. (2019). The global landscape of ai ethics guidelines. Nature Machine Intelligence, 1, 389-399.
https://doi.org/10.1038/s42256-019-0088-2
Luckin, R. (2018). Machine learning and human intelligence: The future of education for the 21st Century. London: UCL IOE Press - University of London - Institute of Education.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L.B. (2016). Intelligence unleashed: An argument for AI in education. London: Pearson Education.
Mangione, G.R. (2018). Istruzione adattiva: evidenze e strategie didattiche. Lecce: Pensa.
Mangione, G.R.J., Pieri, M., & De Santis, F. (2024). Revitalizing education in rural and small schools: The role of AI in teachers' professional development. Italian Journal of Educational Technology, 32(1), 21-35.
Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage.
Mingyeong, J.A.N.G., & Lee, H.W. (2023). Pre-service teachers' education needs for ai-based education competency. Educational Technology International, 24(2), 143-168.
Moriggi, S., & Pireddu, M. (2024). L'intelligenza artificiale e i suoi fantasmi. Vivere e pensare con le reti generative. Trento: Il Margine.
Nazaretsky, T., Cukurova, M., & Alexandron, G. (2022). An instrument for measuring teachers' trust in AI-based educational technology. In Proceedings of the 12th International Conference on Learning Analytics & Knowledge - LAK22 (pp. 56-66). New York: Association for Computing Machinery (ACM).
https://doi.org/10.1145/3506860.3506866
Nikolic, S., Daniel, S., Haque, R., Belkina, M., Hassan, G.M., Grundy, S., …, & Sandison, C. (2023). ChatGPT versus engineering education assessment: A multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial intelligence tool to investigate assessment integrity. European Journal of Engineering Education, 48(4), 559-614.
https://doi.org/10.1080/03043797.2023.2213169
Nirchi, S. (2024). Perception on artificial intelligence to support teaching: First results of an exploratory survey. QTimes Webmagazine, 16(3), 429-439.
https://doi.org/10.14668/QTimes_16334
Nirchi, S., Mangione, G.R.J., De Vincenzo, C., & Pettenati, M.C. (2023). Artificial intelligence and professional development of teachers: Challenges and perspectives. In Proceedings of 1st International Scientific Conference Quality of Teaching and Learning (QTL): Reality and possibilities, University of Nis (Serbia), Faculty of Education in Vranje, November 17-18, 2023 (pp. 267-285).
OCSE (2023). OECD Employment Outlook 2023: Artificial intelligence and the labour market. Paris: OECD Publishing. [30/09/2024].
https://doi.org/10.1787/08785bba-en
Pajares, M.F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
https://doi.org/10.3102/00346543062003307
Pettenati, M.C., Tancredi, A., & Martinelli, S. (2024). The new skills assessment for newly hired teachers: A flexible device based on the minimum professional standards for teacher self-assessment. Formazione & Insegnamento, 22(1), 85-96.
https://doi.org/10.7346/-fei-XXII-01-24_10
Pitrella, V., Gentile, M., Città, G., Re, A., Tosto, C., & Perna, S. (2023). La percezione dell'utilizzo dell'intelligenza artificiale nello svolgimento dei compiti a casa in un campione di insegnanti italiani. Annali online della Didattica e della Formazione Docente, 15(26), 300-318.
Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage.
Selwyn, N. (2011). Education and technology: Key issues and debates. London: Bloomsbury Academic.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Learning, Media and Technology, 44(2), 1-15.
Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 1-10.
https://doi.org/10.37074/jalt.2023.6.1.17
Tondeur, J., Hermans, R., van Braak, J., & Valcke, M. (2008). Exploring the link between teachers' educational beliefs profiles and different types of computer use in the classroom. Computers in Human Behavior, 24(6), 2541-2553.
https://doi.org/10.1016/j.chb.2008.02.020
UNESCO (2019). Artificial intelligences in education: Challenges and opportunities for sustainable development. Paris: United Nations Educational, Scientific and Cultural Organization.
UNESCO (2021). Intelligenza artificiale nell'istruzione. Sfide e opportunità per lo sviluppo sostenibile. [30/09/2024].
https://www.gcedclearinghouse.org/sites/default/files/resources/190175eng.pdf
UNESCO (2024). AI competency framework for teachers (Authors: F. Miao & M. Cukurova). Paris: United Nations Educational, Scientific and Cultural Organization.
https://doi.org/10.54675/ZJTE2084
Unione Europea (2024). AI Act, Regolamento UE 2024/1689 del Parlamento Europeo e del Consiglio dell'Unione Europea, 13 giugno 2024. [30/09/2024].
https://eur-lex.europa.eu/eli/reg/2024/1689/oj
van den Berg, G., & du Plessis, E. (2023). ChatGPT and generative AI: Possibilities for its contribution to lesson planning, critical thinking and openness in teacher education. Education Sciences, 13(10), 998.
https://doi.org/10.3390/educsci13100998
Vrasidas, C., & McIsaac, M.S. (2001). Integrating technology in teaching and teacher education: Implications for policy and curriculum reform. Educational Media International, 38(2-3), 127-132.
https://doi.org/10.1080/09523980110041944
World Economic Forum (2020). Shaping a multiconceptual world. [30/09/2024].
https://www3.weforum.org/docs/WEF_Shaping_a_Multiconceptual_World_2020.pdf
Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study. International Journal of Artificial Intelligence in Education, 33(2), 290-324.
https://doi.org/10.1007/s40593-022-00293-3
DOI: https://doi.org/10.7358/ecps-2024-030-nirc
Copyright (©) 2025 Stefania Nirchi, Giuseppina Rita Jose Mangione, Conny De Vincenzo, Maria Chiara Pettenati – Editorial format and Graphical layout: copyright (©) LED Edizioni Universitarie
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Journal of Educational, Cultural and Psychological Studies (ECPS)
Registered by Tribunale di Milano (19/05/2010 n. 278)
Online ISSN 2037-7924 - Print ISSN 2037-7932
Research Laboratory on Didactics and Evaluation - Department of Education - "Roma Tre" University
Executive Editor: Gaetano Domenici - Associate Executive Editor & Managing Editor: Valeria Biasci
Editorial Board: Eleftheria Argyropoulou - Massimo Baldacci - Joao Barroso - Richard Bates - Christofer Bezzina - Paolo Bonaiuto - Lucia Boncori - Pietro Boscolo - Sara Bubb - Carlo Felice Casula - Jean-Émile Charlier - Lucia Chiappetta Cajola - Carmela Covato - Jean-Louis Derouet - Peter Early - Franco Frabboni - Constance Katz - James Levin - Pietro Lucisano - Roberto Maragliano - Romuald Normand - Michael Osborne - Donatella Palomba - Michele Pellerey - Clotilde Pontecorvo - Vitaly V. Rubtzov - Jaap Scheerens - Noah W. Sobe - Francesco Susi - Giuseppe Spadafora - Pat Thomson
Editorial Staff: Fabio Alivernini - Guido Benvenuto - Anna Maria Ciraci - Massimiliano Fiorucci - Luca Mallia - Massimo Margottini - Giovanni Moretti - Carla Roverselli
Editorial Secretary:Nazarena Patrizi
© 2001 LED Edizioni Universitarie di Lettere Economia Diritto