Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The growing pervasiveness of Artificial Intelligence (AI) within Inclusive Education contexts calls for critical reflection on both teacher professionalism and students’ learning processes. From this perspective, it becomes necessary to examine the role of AI within its antinomic tension as both a risk and a resource for Inclusive Education. Adopting the perspective of AI as phàrmakon, in which teachers’ reflective and care-oriented thinking assumes a central role, this contribution explores teachers’ perceptions, affordances, and agency in relation to AI. To this end, a qualitative study was conducted involving teachers and inclusion coordinators from 14 Salesian schools in North-Eastern Italy. Data were collected through focus groups and analysed using Reflexive Thematic Analysis supported by Atlas.ti software. The findings highlight how teachers critically inhabit the antinomy of AI, outlining key challenges for a professional identity capable of combining digital innovation with educational responsibility.
