The complexity of today's society requires constant reflection on the effectiveness of the teaching-learning process, not only in terms of correspondence between investments and results obtained in terms of learning. The analysis aims to identify the answers capable of guaranteeing positive effects over time, allowing the younger generation to face the complexities and uncertainty of the future. The reflection is centered above all on the opportunity to train and create thinking strategies that are widely expendable and long-lasting. For this reason, conceptualizations are indicated as formative goals. With regard to the dynamics that lead to conceptualization, we wanted to think of simulation - modeling.

A welcoming school is one that not only acknowledges but actively works to prevent exclusionary risks while fostering the engagement of all students. This involves a comprehensive transformation of both the curriculum and organizational strategies to accommodate the diverse needs of students (Striano, 2010; Spadafora, 2023). The growing presence of students with migrant backgrounds has significantly altered class dynamics, particularly in the initial stages of education. Children born in Italy to foreign parents, now comprising the majority of students with migration histories in Italian schools, require tailored educational interventions. These interventions aim to promote personal and social development and support language acquisition by providing pedagogical support tailored to their cultural and familial contexts (Favaro, 2016).

Italian schools have adopted various practices and experiences to foster the inclusion of foreign students, guided by governmental guidelines and circulars. These initiatives encourage the development of language training programs and workshops in collaboration with local communities (Brichese, 2015). Teachers have endeavored to devise intervention strategies, teaching materials, and personalized plans to address the immediate linguistic needs of non-Italian-speaking students, particularly focusing on learning Italian as a second language (Favaro, 2016). However, as Favaro (2016) observes, the emphasis has primarily been on addressing the most pressing needs of language acquisition, assuming that subsequent phases of vocabulary and disciplinary logic acquisition would naturally follow.

In reality, the process of learning the language of instruction is more intricate (Caon, 2006; Daloiso, 2009). It necessitates meticulous planning and methodologies aimed at enhancing linguistic proficiency to comprehend study materials and disciplinary discourse (Turano, 2021). Achieving this requires substantial restructuring and adaptation efforts from teachers, encompassing methodological and organizational aspects of language learning. Planning, accompanied by adjustments to the school curriculum, serves as the initial step towards inclusive action. It lays the groundwork for flexible teaching approaches geared towards active participation from all students, accounting for their diverse backgrounds and abilities (d'Alonzo, 2017; Cottini, 2017).

Furthermore, the integration of artificial intelligence (AI) in education holds promise for creating more innovative, inclusive, and engaging learning environments. AI-driven platforms, apps, chatbots, and other tools can facilitate language learning experiences for all students. They offer personalized learning pathways, interactive resources, and real-time feedback, catering to individual learning styles and needs (Fabiano, 2022).

How can platforms, apps, chatbots and other artificial intelligence tools facilitate language learning experiences for all-language learners? How do design and teaching change in this sense with the use of AI-based technology? How can future teachers be prepared to deal with these issues from a theoretical-methodological point of view? Based on these considerations, the aim of this contribution is to provide methodological indications and pedagogical avenues for fostering the school inclusion of allophone pupils and promoting language learning through innovative pedagogical devices and materials.

Self-learning is one of the central themes of the contemporary inclusive school.

Digital storytelling can represent a fundamental moment for the multiple development of unexpressed potential.

AI storytelling is a further step that will change the relationship between teaching and learning and will enhance the students ability to solve problem situations developing the creativity of each individual.

In this perspective it is more correct to define the learning as an expression of infinite intelligences.

My research aims to identify new learning spaces in the inclusion school to raise the qualitative level of the teaching - learning process and is linked to story-telling developing new experiences that can lead learners to increase creativity and curiosity.

Today we are facing a new great digital revolution.

With the spread of the GPT chat, AI is becoming within reach of every student.

My goal is to connect traditional teaching tools with new digital technologies.

An example that connects to the storytelling is the kamishibai, a very ancient but very current tool that can be associated with digital and artificial intelligence since the nursery school.

This is because the strengthening of basic skills is possible with a close link between old and new methodology.

Digital and AI must necessarily refer to the traditional method which is obviously associated with new forms of teaching to ensure that students can develop new visions for the future with the help of the A.I. tools.

By now, storytelling has been the only possibility of expression of the student.

In the contemporary world a new situation is emerging in which the ability to create stories can be shared with the artificial systems.

The ability of machines to do storytelling has reached the point in which, with a small human contribution, robots can write newspaper articles, narrative works, film scripts, advertising texts, political speeches.

Artificial systems are capable of writing texts of all kinds because they have the ability to receive infinite BIG DATA.

Stephen Hawking, before his death, declared that Artificial Intelligence could destroy our civilization. With systems of this power, the danger exists.

It is necessary today to check the use of Artificial Intelligence, especially for the new generations.

The role of the school will be decisive in the coming years.

With the help of Artificial Intelligence, we can project robots as fantastic storytelling assistants, support systems to cooperate with students to develop a creativity to conceive new stories.

The contemporary research, then, must be oriented to construct a new paradigm of a AI storytelling experience.

The work offers some criticism on the intertwining of art and democracy, starting from a possible rereading and updating of deweyani’s concepts of art and experience. These concepts today can be studied in light of the changes that affect the way of fruition of performing arts and their renovated pedagogical value in the school and social fields in the age of digital arts and AI applications.

Through the analysis and comparison of some fundamental pedagogical and aesthetic theories with contemporary artistic practices, we consider the centrality of theatrical art in the formation, in contemporary society and especially in the school.

The theoretical path, which focuses on John Dewey, enhances the educational meaning of the theater by recognizing the subject-person the experiential approach to art, the ability to live in a circular way the encounter with the work ‒ the theatrical performance in this case ‒ and the tension of active and relational participation with other spectators.

The study proposal proceeds with the declination of the experience of art in relation to the specificity of theater, relational and interdisciplinary art, to consider the educational repercussions that can be proposed, find space and, in the future, become structural in an inclusive and democratic school.

The activation of theatrical workshops, the opportunity to enjoy live performances and, in general, of experiencing performing art, can significantly contribute to the formation of children and adolescents more aware of the values of active citizenship and of social solidarity in an era in which the concepts of community and participation are increasingly undermined by exasperated individualism and by unawareness in the use of digital media.

Establishing a school that aims to address the diverse need of all students necessitates the implementation of inclusive practices that foster participation and enhance the learning experience. School inclusion is a multidimensional phenomenon, encompassing organizational, methodological, and didactic dimensions (Cottini, 2017). The complexity of this phenomenon is justified by regulations and official documents from nationally and internationally relevant bodies. However, the transformation of the school into an inclusive environment remains a challenge. The logic of inclusion now focuses not only on students with disabilities but also on the ability of schools to accommodate a variety of needs (Demeris, Childs e Jordan, 2007). This shift aligns with the principles of Dewey’s democratic school and emphasizes the centrality of the influence of social progress in the development of constructive learning (Spadafora, 2015). In educational processes, attention has shifted from knowing and doing to the need to read and educate for the complexity of action (Ciappei e Cinque, 2014). In recent years, efforts have been made to integrate digital tools into educational practices (Parra González et al., 2019). Studies have highlighted how extended reality, combining real and virtual environments with human-machine interaction, can promote the development of authentic learning (Ausubel, 2004). A growing trend in education proposes activities using robots for children and young people, introducing themes of digital skills, computational thinking, and education for artificial intelligence (AI) to generate inclusive processes. Beyond the technical aspects of understanding how AI systems work and how algorithms are built, it is essential to introduce students to AI education that includes an active, reflective, and ethical plan. This novel educational approach encourages awareness of being digital citizens (Council of Europe, 2019). To work within this transformative logic, integrating the potential of AI into educational processes requires continuous improvement of teaching action. What potential does AI offer for the development of transversal skills? What strategies should be adopted in the classroom for its use? Which dimensions of learning can be involved? How well are teachers trained on these issues from a theoretical-practical perspective? How aware are students of such changes? Starting from these questions, this work aims to extract specific information regarding AI education through the voices of key educational stakeholders. Educational action can generate a formative process of real inclusion only when collectively shared in terms of practice and culture: not the path of the individual versus the class but the path of the class that values the individuals (Notti, 2021).