Numerous studies have been conducted by Italian scholars on the topic of artificial intelligence.
Among these, attention is drawn to a study entitled The Scientific Debate on Artificial Intelligence in the Educational Field: A Scoping Review of Approaches and Trends in Italian Pedagogical Research, published in the journal Education Sciences & Society in 2024 and conducted by Andrea Fiorucci and Alessia Bevilacqua (Fiorucci & Bevilacqua, 2024).
The two scholars aimed to map and synthesize Italian pedagogical research on artificial intelligence in educational contexts, analyzing contributions published between 2014 and 2024 (Fiorucci & Bevilacqua, 2024).
The scoping review methodology is particularly useful when the field of study is expanding, as it allows for a systematic mapping of the available literature and the identification of trends, theoretical approaches, and research gaps (Fiorucci & Bevilacqua, 2024).
The authors do not directly investigate the use of artificial intelligence in classrooms; rather, they examine how the Italian pedagogical community is conceptualizing and interpreting artificial intelligence within the school context (Fiorucci & Bevilacqua, 2024).
The analysis shows that Italian pedagogy adopts a predominantly reflective and critical approach rather than a technicist one: artificial intelligence is rarely described as a solution capable of solving every educational problem, but is instead considered a cultural and educational phenomenon that must be understood and critically examined (Fiorucci & Bevilacqua, 2024).
The authors also observe that theoretical, reflective, and critical contributions prevail, while empirical and classroom-based experimental studies are less numerous (Fiorucci & Bevilacqua, 2024).
Fiorucci, A., & Bevilacqua, A. (2024). Il dibattito scientifico sull’intelligenza artificiale in ambito educativo: una scoping review sugli approcci e sulle tendenze della ricerca pedagogica italiana. Education Sciences & Society, 2, 416–436. https://doi.org/10.3280/ESS2-2024OA18523
Author: Ms Maria Lagani, psychology graduate- Master’s student. Research Team for JUMP staff.