Amelia Lecce, Stefano Di Tore

DIGITAL SKILLS OF TEACHERS IN THE AGE OF ARTIFICIAL INTELLIGENCE

Introduction

Digital skills of teachers in the age of artificial intelligence. Explore teachers' digital skills, competence, and perception of AI in inclusive education. Learn about EU guidelines, critical thinking, and algorithmic literacy for educators.

Abstract

As required by the EU guidelines and DigCompEdu, the use of AI requires the adoption of critical thinking on the risks and opportunities of technology. Understanding the “grammar” of algorithms is essential for digital literacy. In this context, research on the level of competence, perception and use of AI and digital technologies in inclusive teaching by teachers fits in.

Review

The proposed research, "Digital Skills of Teachers in the Age of Artificial Intelligence," addresses a highly pertinent and critical area within contemporary education. With the increasing integration of AI into societal structures, particularly as outlined by EU guidelines and the DigCompEdu framework, understanding the digital competencies of educators is paramount. The abstract successfully frames the research within the context of adopting critical thinking regarding the opportunities and and risks of AI, highlighting the essential role of algorithmic literacy for teachers, making a strong case for the relevance of the study. The abstract commendably identifies key conceptual anchors, such as the necessity for "critical thinking on the risks and opportunities of technology" and "understanding the 'grammar' of algorithms," which are vital for genuine digital literacy. However, the abstract's brevity leaves several important questions unanswered, hindering a full appreciation of the study's scope and rigor. While it states that the research "fits in" by exploring "the level of competence, perception and use of AI and digital technologies in inclusive teaching," it lacks explicit details regarding *how* this will be achieved. Crucially absent is any mention of the methodology employed – whether it is a qualitative, quantitative, or mixed-methods approach, the sample population, or the specific instruments used to measure these variables. This makes it challenging to ascertain the depth and empirical contribution of the work. To strengthen the contribution, the full paper must elaborate significantly on its methodological framework, clearly outlining the research design, data collection, and analytical strategies. Furthermore, greater specificity on the definition and measurement of "inclusive teaching" within this context would be highly beneficial. While the abstract effectively establishes the relevance and intellectual grounding of the topic, providing these crucial methodological details will enable readers and reviewers to assess the validity and generalizability of the findings, ultimately fulfilling the promise of addressing a vital educational challenge.

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