Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Gianpiero Tiso
Publishing Year 2026 Issue 2026/1
Language Italian Pages 14 P. 209-222 File size 0 KB
DOI 10.3280/ess1-2026oa22536
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Five hundred and fifty Italian special education teachers: this is the sample through which the study examines how a professional category is negotiating its relationship with artificial intelligence. Data reveal genuine openness ‒ yet also a fault line that is hard to overlook: between those who are digitally competent in general terms and those actually equipped to embed AI within inclusive
practice. Multiple regression analyses indicate that it is not technological self-efficacy that predicts digital care practices, but intersectional awareness. Willingness to use AI in the classroom is instead shaped by how teachers perceive their own competencies and assess the inclusive potential of tools ‒ but also, more fundamentally, how they orient their professional identity towards relational and ethical commitments. The implication for teacher educators is precise: TFA Sostegno curricula and 60-ECTS qualifying programmes cannot reduce AI to an add-on module ‒ they must integrate it within a form of training that is critical, inequality-aware, and grounded in an ethics of care.
Keywords: artificial intelligence;special education teachers;inclusion;intersectionality;teacher education
Gianpiero Tiso, Intelligenza artificiale, cura digitale e sensibilità intersezionale nella formazione dei docenti di sostegno: percezioni, competenze e rischi di marginalizzazione in uno studio quantitativo in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 209-222, DOI: 10.3280/ess1-2026oa22536