Ilaria Viola, Lucia Campitiello, Rosa d'Angelo, Stefano Di Tore, Paola Aiello

HOW AI CAN FOSTER EMOTIONAL LITERACY IN FUTURE LEARNING SUPPORT TEACHERS: AN EXPLORATORY STUDY

Introduction

How ai can foster emotional literacy in future learning support teachers: an exploratory study. Explore how AI-powered chatbots foster emotional literacy & self-regulation in future learning support teachers. Discover insights for inclusive practices in teacher training & education.

Abstract

Recent educational policies and international literature emphasize the role of Artificial Intelligence (AI) in teacher training, as well as the need to develop socio-emotional competencies. In line with these premises, the present study explores the use of an AI-based chatbot, designed to be accessible and provide immediate feedback, with the aim of promoting emotional awareness among future learning support teachers. The research initially involves the administration of validated tests to assess Emotional Quotient levels and related dimensions, along with a questionnaire aimed at investigating attitudes toward inclusive practices. The study aims to provide insights into how AI-based tools can foster greater emotional awareness and self-regulation in teacher education, promoting more inclusive practices and opening new directions for research in the field.

Review

The study addresses a highly pertinent and timely topic at the intersection of educational technology and teacher professional development. The integration of Artificial Intelligence, specifically an AI-based chatbot, to cultivate emotional literacy among future learning support teachers is particularly commendable. Given the increasing emphasis on socio-emotional competencies in educational policies and the crucial role learning support teachers play in fostering inclusive environments, this exploratory study holds significant potential to contribute valuable insights to both fields. The abstract effectively highlights the study's alignment with current literature and educational imperatives. The proposed methodology, albeit briefly outlined, indicates a structured approach to assessing emotional awareness and its potential enhancement through AI. The intention to use validated tests for Emotional Quotient levels, alongside a questionnaire investigating attitudes toward inclusive practices, suggests a thoughtful attempt to capture both individual emotional states and their broader pedagogical implications. The design choice of an accessible AI-based chatbot providing immediate feedback is an interesting intervention strategy, promising a dynamic and personalized learning experience. This approach could offer practical benefits for teacher training programs by providing scalable and consistent support for emotional development. While the abstract sets a promising foundation, the "exploratory" nature of the study naturally leaves several critical details unaddressed, which would be essential for a comprehensive evaluation of the full paper. For instance, details on the specific design of the chatbot, the nature of the immediate feedback, the duration and structure of the intervention, the participant sample size, and the specific metrics for measuring "emotional awareness" and "self-regulation" are crucial. Furthermore, understanding the theoretical framework underpinning how the AI specifically *fosters* these competencies, beyond just providing feedback, will be vital. The potential of this study to open new research directions is high, contingent upon a robust presentation of its findings and a clear articulation of the observed mechanisms of change.

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