Algorithmic critical intelligence represents a fundamental dimension in the digital age in which we live, characterized by the growing presence of algorithms in decision-making processes and in the automation of activities. Reflecting on this form of critical intelligence involves considering how algorithms influence and shape different aspects of our daily lives, as well as understanding the risks, limitations, and ethical implications of algorithmic decisions. Critical intelligence and artificial intelligence are, if well analysed, two distinct but complementary concepts that can increasingly influence each other in different contexts whose relationship must be understood. In particular, referring to Critical Intelligence as the human ability to critically evaluate information, discerning between what is reliable and what is not, and making judgments based on evidence and reasoning; for this reason, this intelligence involves complex cognitive processes such as reflection, analysis, synthesis and evaluation from which it becomes fundamental in the processes of making informed decisions and effectively addressing the challenges of both daily life and society. For its part, artificial intelligence is thought to refer to the ability of machines to imitate human intelligence and carry out activities that normally require human intervention, such as reasoning, problem solving, pattern recognition and learning. For this reason, we can think that these two intelligences can and must work together to promote a deeper understanding and better management of the challenges and opportunities offered by digital technology and data analysis, with a view to the development of more ethical technological, responsible and sustainable.
Everyday life is the field of application and development of these intelligences, and the challenge is to generate paths for an education that educates intelligence, with intelligence and intelligence referring to critical, algorithmic and artificial intelligence.
This contribution intends to stimulate a reflection on guidelines for an education that in this period of digital transformation has digital citizenship as its objective, closely related concepts that mutually influence the development and adoption of digital technology in contemporary society and therefore question the world of training and pedagogy.
It intends to develop and describe digital citizenship education, and consequent training of educators with a necessary holistic approach that integrates technical, ethical, critical, and social skills to train responsible and aware people in the constantly evolving digital society and in the era of digital transformation.
It means integrating digital literacy, awareness of online threats, digital ethics, critical thinking to promote active participation, digital inclusion, collaboration and sharing.
We want to reflect on the fact that educating about and in digital transformation implies preparing individuals to understand, adapt and actively participate in rapid evolution, at a time when we seem to be called to face a point of "technological singularity", a hypothetical point in which the technological progress advances so rapidly and exponentially that it leads to irreversible and unpredictable change in human society.
“When digital transformation is done well it's like a caterpillar turning into a butterfly, but when it's done poorly all you have is a caterpillar” George Westerman.

Experts, researchers, and advocates in the field have expressed concerns about artificial intelligence (AI) potentially making education less inclusive. In this perspective, AI systems can inadvertently perpetuate or exacerbate discrimination and biases in the data on which they are trained (UNESCO, 2019, 2021, 2023; EDF, 2023; UN, 2021).

On the other hand, many sources emphasize that AI has the potential to play a positive role in promoting diversity and inclusivity in education when implemented with a deliberate focus (OECD, 2019, 2022; European Union, 2022, Holmes et al., 2022).

The intersection of school, disability, and AI is an important and evolving area (UN, 2021). AI, for example, can play a crucial role in developing assistive technologies and creating personalized learning experiences that cater to the student’s specific needs and learning styles. AI can be integrated into educational software designed specifically for students with disabilities. For example, software that assists with cognitive skills development or social interaction can benefit students with various challenges. New robotic systems could increase the capabilities of people with reduced mobility (Kruse et al., 2023).

Our contribution will analyze the possible interconnections between AI, inclusive education, and disability toward the realization of schools for each and every student.

How do national educational authorities guide schools, teachers, and students on the possibilities and challenges that are caused by AI in inclusive education? What are the main issues addressed? What contribution does scientific research make to guiding policies?

Our contribution is informed by analyzing research papers, international and selected countries’ public guidelines, strategies, and overall AI and inclusive education recommendations. Italy and Norway are included in the sample, which then provides some insights from countries with slightly different histories of digitalization and education.

It's important to be aware of both opportunities and challenges deriving from AI and address them to promote inclusivity in education, adopting a responsible and ethical approach. Proper training for educators and ongoing evaluation of AI systems is crucial to ensure that technologies enhance, rather than hinder, the goal of inclusive education.

Research and the critical analysis of its results from a pedagogical perspective can make an incisive contribution to achieving this objective.

Since Jenkins et al. (2009) first formulated the challenges in fostering a participatory culture in online spaces through media education efforts, there has been an increasing call for educational institutions to adapt to the continually evolving media landscape. However, before educators can design effective educational interventions in schools, it is crucial to establish clarity regarding the theoretical concepts applied to various digital media. Often, broad categories such as "entertainment media," "video games," "film," or "social" media fall short of describing the diverse range of experiences young people encounter through digital media. While efforts have been made to acknowledge the emergence of multimodality, where meanings are spread across various modes (Kress, 2003, p. 35), in contemporary literacy theories, the emergence of online spaces governed by complex algorithms and extensive data collection presents new educational challenges. Examples include efforts to promote "personal data literacies" or critical digital literacies (Pangrazio & Selwyn, 2019; Pangrazio, 2014).

In recent years, an increasing number of scholars have engaged in discussions about interactive digital narratives (IDNs). With a growing variety of interactive experiences, such as interactive fiction, educational extended reality (XR) experiences, interactive documentaries, books, or serious games that no longer fit within the constraints of legacy media definitions, numerous conceptual problems and "theoretical failures" emerge (Koenitz & Eladhari, 2023). In short, interactive narratives can be defined "as a narrative expression in various forms, implemented as a computational system [...] containing potential narratives, which is experienced through a participatory process" (Koenitz, 2023, p. 75). Arguably, there is significant educational potential in IDNs. As conventional narrative and "traditional storytelling techniques fall short of conveying the multiple perspectives necessary to understand the systemic nature of modern society" (Barbara et al., 2023), IDNs afford multi-perspectivity and narrative complexity, which are essential pillars of any future literacy effort. Thus, this contribution aims to outline how teachers could leverage IDNs, related theoretical concepts, and accessible authoring tools to introduce new literacy dimensions to K12 education that are necessary to prepare students for a responsible digital transformation.