Abstract:

In the context of education, in-depth analysis of new technologies emerges as a crucial element in adapting to new educational dynamics. The adoption of hybrid media practices, if initially seen as foreign to the traditional school context, presents extraordinary opportunities, but also significant challenges. The school, in fact, is called upon to play a fundamental role, in the perspective of inclusion didactics (Perla, 2013), identifying and counteracting any form of exclusion (Perla, 2013). In this context, phenomena such as bullying and cyberbullying are strongly emerging, which in addition to increasing stereotypes or negative prejudices in order to humiliate, insult or denigrate marginalised individuals or groups, find fertile ground in digital interactions and can have devastating consequences on the mental health and well-being of children (Perla, Garofoli, Amati, & Santacroce, 2022).

The potential of Artificial Intelligence can reshape our future and significantly affects several areas of life, including teaching/learning processes.

This contribution aims to present the results of a collaborative research/training project undertaken with two Apulian comprehensive schools aimed at primary and secondary school teachers through the use of various methodologies and tools, including AI, hackathon methodology and storytelling, in order to acquire practical skills to identify, prevent and manage conflict situations within the school environment.

Keywords:

Education, artificial intelligence, bullying, cyberbullying.