Conference Program

Integrating Generative Artificial Intelligence (GenAI) into education requires thoughtful decisions that prioritize human agency. One major concern is cognitive delegation: when students (and sometimes teachers) start relying too much on the system for thinking, their learning can actually weaken instead of getting stronger. That’s why we need effective teaching strategies—ones that view AI as a conversational partner that encourages reflection, rather than just a quick fix that takes the place of human judgment. The PAIDEIA project, backed by the Regional Programme of the Marche Region (https://paideia.study/), is built on a theoretical framework that merges learning sciences with computer engineering. Its goal is to promote “human training” that doesn’t just adapt to technology but actively influences how we use it. Addressing the concerns raised in the panel “Critical Dialogue with AI in Schools” (M.03), the project investigates how teachers can intentionally design lessons to make AI a facilitator of critical thinking, rather than just a tool that automates decision-making. The key research question is: how can the collaborative design of Learning Units (LUs) using the “Teacher in the Loop” (TiL-AI) model enhance metacognitive engagement and empower students, pushing back against algorithmic passivity? In line with sociocultural perspectives, the project places AI within the Zone of Proximal Development (Vygotsky, 1978), viewing it as adaptive support that can help manage cognitive load (Sweller, 1988) and promote educational success through a transdisciplinary approach. The heart of this project is all about empowering teachers by training 460 of them to collaboratively guide the learning experiences facilitated by the PaolaGen.AI platform (https://paolagen.ai/). A crucial part of this approach is the Teacher in the Loop AI (TiL) strategy (Balaji et al., 2025), which puts educators front and center in the algorithmic process. This ensures that AI enhances teaching methods instead of replacing professional judgment. With PAIDEIA's Learning Units (LUs), we create tools that not only engage students but also boost their intrinsic motivation and sense of competence—key elements of Self-Determination Theory (Ryan & Deci, 2000). In this way, AI becomes a supportive tutor that helps solidify skills-based teaching. For the 5,800 students involved, the project fosters the development of strong metacognitive skills, which are vital for resisting algorithmic conditioning and avoiding passive content consumption. Following Nelson and Narens' (1990) model of monitoring and regulation, the activities we’ve designed encourage students to critically assess the quality of GenAI outputs, paving the way for genuine Critical AI Literacy (Flavell, 1979). In this self-regulated learning environment (Zimmerman, 2002), AI serves as a “cognitive mirror” (Efklides, 2011), prompting students to plan and adjust their study strategies, thereby enhancing their executive functions (Brown, 1987) and awareness of their cognitive journey. Ultimately, the PAIDEIA project shows that the democratic integration of AI can only thrive through strong teacher collaboration inspired by the TiL model, which emphasizes critical thinking and creativity, ensuring a fair and inclusive learning experience.