Il futuro della scuola e dell’insegnamento di fronte alla sfida dell’intelligenza artificiale

Abstract

Questions about the “future of education” represent a well-defined space in scientific pedagogical production, further enriched by documents and forecasts formulated by leading international organizations (OECD above all) with the aim of guiding education policies for the coming years. Innovative pushes are also further strengthened by advancements in the field of artificial intelligence, whose effects could revolutionize teaching and learning processes to the extent of the most extreme hypotheses of a gradual replacement of the teaching function. Indeed, even in the past, these kinds of concerns, related to the development of information and communication technologies, had already questioned the role of teachers, but without ever managing to change the status quo. These reflections, both past and present, invite us to identify the core aspects of the teaching function and to verify their presence in the current framework of initial teacher training.