Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The spread of AI systems in educational contexts raises questions about the redefinition of teachers' professional identities and pedagogical mediation (Damiano, 2013). These systems impact the processes of knowledge construction by redefining the epistemic and relational dynamics of the educational act. The infosphere (Floridi, 2017), cognitive ecology (Lévy, 2002; 2023), the active role of algorithms in knowledge construction (Panciroli & Rivoltella, 2023) and the readjustment of pedagogical mediation in a technology-mediated process, provide the analytical environment to measure the tension between the enhancement and disintermediation of the teaching function. Through a critical review of the literature (Bonaiuti et al., 2016), the cognitive and relational transformations of new generations (Gardner & Davis, 2014; Viola & Idone Cassone, 2017) are also considered within the framework of a redefinition of relationships with new technologies (Bodei, 2015). We are witnessing a meta-reflexive reconfiguration of pedagogical mediation (Pentucci, 2017) where teacher professionalism emerges in an “augmented” form, oriented towards a critical function of meta-mediation, capable of governing technological complexity, but preserving the relational, ethical, and epistemological dimensions of education.
