Abstract:

This paper presents the preliminary findings from a study conducted at the University of Salerno, investigating the impact of integrating chatbots in co-teaching approaches on collaborative teaching practices and student participation in secondary schools. This inquiry addresses the imperative to advance technological innovations in education while maintaining inclusive values, a focal point of contemporary discourse.

Artificial Intelligence (AI) stands as a leading transformative force, profoundly influencing economic, political, and social spheres, integral to what is commonly referred to as the Fourth Industrial Revolution. Recognizing AI's potential, its gradual integration into educational contexts, curricula, and teaching methodologies is increasingly deemed essential.

Co-teaching has emerged as a significant pedagogical approach, fostering positive teacher interactions, shared responsibility, and collaboration among educators. Research highlights its ability to enhance teaching effectiveness, stimulate curriculum innovation, cultivate inclusive learning environments, and improve student engagement and learning outcomes.

Despite promising initial results, the application of AI in co-teaching remains in its infancy, reflected in the current scarcity of literature. This scoping review employs a rigorous methodology to comprehensively map existing research on AI integration in co-teaching practices, aiming to identify key themes, approaches, and critical insights essential for developing AI-supported co-teaching models. The review evaluates studies focusing on the feasibility of the integration of AI-powered tools in co-teaching environments, assessing their efficacy in enhancing teaching strategies, fostering collaborative practices, and enriching student learning experiences. Furthermore, it examines the implications of AI integration on teachers' professional development and sense of agency.

This research is timely, aligning with global educational priorities for inclusive education, innovative pedagogical approaches utilizing technology, and the enhancement of digital competencies among educators. Policies in teacher education underscore the necessity of equipping educators with the requisite skills to confidently implement interactive teaching approaches, thereby promoting greater teacher agency. By synthesizing current research and exploring the practical implications of AI in co-teaching, this study contributes to advancing our understanding of how AI can effectively support collaborative teaching practices and enhance student engagement in secondary education settings.

Keywords:

Artificial intelligence, co-teaching, inclusive education, co-agency.