This study examines attitudes toward artificial intelligence in teaching and learning among 616 participants enrolled in a specialization program for special education support teaching. Survey results show that AI acceptance is associated with professional motivation, perceived competence, concerns about students’ learning experiences, and the educational meaning attributed to technology. The research highlights the need for teacher education programs that support a critical and pedagogically grounded use of AI in inclusive contexts.
TEACHING IN THE AGE OF AI: MAPPING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ ORIENTATIONS BETWEEN RESISTANCE AND FASCINATION
enza manila raimondo;concettina caparello;marinella Muscarà
2026-01-01
Abstract
This study examines attitudes toward artificial intelligence in teaching and learning among 616 participants enrolled in a specialization program for special education support teaching. Survey results show that AI acceptance is associated with professional motivation, perceived competence, concerns about students’ learning experiences, and the educational meaning attributed to technology. The research highlights the need for teacher education programs that support a critical and pedagogically grounded use of AI in inclusive contexts.File in questo prodotto:
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