Abstract:

Artificial intelligence (AI) is increasingly shaping educational systems by transforming pedagogical practices, learning environments, and institutional decision-making. This abstract examines the role of AI in education, focusing on its potential to enhance personalized learning, improve assessment accuracy, and support teachers through intelligent tutoring systems and learning analytics. AI-driven tools enable adaptive instruction tailored to individual learners’ needs, promoting inclusivity and improved learning outcomes. At the same time, the integration of AI raises critical challenges related to data privacy, algorithmic bias, transparency, and the evolving role of educators. This paper synthesizes current research on AI applications in education and discusses ethical, pedagogical, and governance considerations necessary for responsible adoption. The study is based on an online survey conducted by the National Institute for Documentation, Innovation and Educational Research (INDIRE) in January 2025, as part of the “A Philosophical Approach to Thinking Skills” (PATHS) project, in collaboration with the education-focused publisher “La Tecnica della Scuola”.

Employing an innovative, interdisciplinary approach rooted in philosophy, the project investigates the application of GenAI in education and promotes its use to enhance students’ critical and creative thinking skills. Through projects and activities that require innovative solutions, PATHS encourages students to understand and navigate the complexities of the contemporary world. Moreover, the project promotes the use of GenAI to develop students’ emotional, social, and inclusive competences.

PATHS posits that GenAI should be regarded not merely as a technical tool for creating and strengthening connections between different disciplines and areas of knowledge, but also as a subject of in-depth educational and philosophical reflection. In this way, it serves as a bridge between the human, social, natural, and mathematical sciences, fostering multidisciplinary and cross-curricular projects. By engaging both teachers and students in critical inquiry into the operational principles, ethical dimensions, and inherent limitations of GenAI, PATHS seeks to promote a deliberate, critical, and pedagogically grounded use of these technologies within equitable and inclusive learning environments, ensuring that any GenAI tools adopted are accessible and usable by all students, including those with special educational needs.

By highlighting both opportunities and risks, the study underscores the importance of human-centered design, teacher training, and robust policy frameworks to ensure that AI serves as a complement—rather than a replacement—to human intelligence in educational contexts. The findings suggest that, when implemented thoughtfully, AI can contribute significantly to more effective, equitable, and innovative education systems.

Keywords:

Intelligence Artificial, Education, Technologies.