Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The growing presence of artificial intelligence in educational contexts constitutes a genuinely pedagogical issue, involving the redefinition of the educational relationship, the production of knowledge, and inequalities in access, use, and critical understanding. Teacher education is therefore reconceptualised here as a space for critical problematisation, in which AI literacy grounded in ethical, responsible, and informed use can be developed. Drawing on the concrete experience of a school-based formative initiative designed to support the governance of artificial intelligence, the paper analyses how such a pathway can foster reflective professional postures, moving beyond technocentric and normative approaches. This requires a model of teacher education oriented towards justice, inclusion, and democratic participation, one that contributes to a school capable of inhabiting technological complexity without relinquishing its educational and emancipatory mandate.
