Indagine esplorativa sulla percezione dei docenti neoassunti circa l’impiego dell’intelligenza artificiale nella didattica: punti di forza, ostacoli e prospettive

EXPLORATORY SURVEY ON NEWLY RECRUITED TEACHERS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING: STRONG POINTS, OBSTACLES AND PERSPECTIVES Abstract This exploratory study investigates teachers’ perceptions regarding the use of artificial intelligence (AI) in education, which many studies view as an opportunity to innovate and enhance teaching practices and to support a more inclusive, student-centered approach. The questionnaire «Teachers’ trust in AI-based EdTech» by Nazaretsky et al. (2022) was administered to newly hired teachers and to in-service teachers who serve as mentors to new hires. The aim was to understand how teachers perceive AI and to identify its benefits and challenges in educational settings. For instance, whether AI can be seen as valuable support for personalized learning and classroom management, or whether its use may be hindered by a lack of adequate teacher training. Exploring teachers’ perceptions of AI can serve as a starting point for developing training programs aimed at fostering teachers’ informed engagement with AI in education.