AI between ethical challenges and inclusive potential in the training of support teachers

Given the growing integration of Artificial Intelligence (AI) systems in educational contexts, this study presents exploratory research conducted at two Italian universities as part of a specialisation course for support teachers. Using focus group interviews as a qualitative tool, the survey analyses the perceptions of future support teachers regarding innovative teaching practices, considering the great potential of Al to revolutionise the teaching-learning system. The aim is to investigate how educational Al applications and algorithmic personalisation can support inclusive design, facilitating the reduction of barriers to learning. This perspective highlights teachers' awareness, motivations, skills and visions, both favourable and critical, regarding the impact of Al in the construction of contemporary inclusive educational contexts. In particular, the findings reveal a need for specific training that combines digital literacy with careful and balanced reflection on the use of data. In conclusion, the study outlines the role of Al as a catalyst for academic and social participation, emphasising the central role of the support teacher's mediation in ensuring real, digitally assisted educational equity.