Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This contribution examines the application of generative artificial intelligence within history and philosophy teaching. The article frames AI not as a replacement for the teacher, but as a cooperative tool for adaptation capable of redefining the teacher's role as a mediator of the instructional process. Particular attention is given to the capacity of generative systems to reformulate complex texts in real time, thereby acting as a third dialogical partner. The theoretical framework is grounded in the study by Puoti et al. (2025a), which draws on the DidActa experience to provide alternative perspectives concerning history education. The investigation entails an educational simulation centered on analyzing a passage from Thomas Aquinas’s Summa Theologiae, aiming to assess how interacting with ChatGPT can foster conceptual clarification and the dialogical construction of knowledge to identify potential learning benefits.
