Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The spread of generative artificial intelligence in educational contexts calls for critical reflection on the pedagogical, epistemic, and ethical implications it introduces into learning processes and teacher education pathways (Cassinadri, 2024; Nirchi et al., 2025). Building on a previous study aimed at adapting and validating the QCPSC-GPT questionnaire for the Italian context (Carci & Gargano, 2025), this contribution presents a survey conducted with a cohort of students enrolled in the initial teacher education and qualification programme at Universitas Mercatorum, with the aim of comparing perceptual profiles related to the use of ChatGPT. The contribution seeks to understand how ChatGPT, as a specific conversational application of generative AI, currently challenges teacher education, highlighting the need to support its adoption through tools and practices aimed at the critical evaluation of sources, the protection of personal data, and the conscious and reflective use of digital technologies.
