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Conference Program

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Daily Overview

Session

C.06. Rethinking Teacher Professional Development Impact: Conceptual, Methodological, and Policy Issues (2/2)
Location: Edificio ex Tumminelli (C007): Sala Sociologia

Convenor(s): Laura Parigi (Indire, Italy); Maurizio Gentile (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Maria Elisabetta Cigognini (Indire, Italy); Elisa Truffelli (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy); Margherita Di Stasio (Indire, Italy); Alessandra Rosa (Crespi – Centro Interuniversitario di Ricerca Educativa sulla Professionalità dell’Insegnante, Italy)

Presentation 4

TEACH-AI: A multidimensional analysis of teachers' perceptions of Artificial Intelligence across the concepts of Affordance-in-Practice, Professional Capability, and Sentiment

Matteo Adamoli, Federica Emanuel, Michele Marangi, Marco Rondonotti, Paolo Raviolo

eCampus University, Italy

The paper investigates how Italian teachers perceive and use Artificial Intelligence (AI) in their professional practice. The research, part of the TEACH-AI project, uses the PAIR-S questionnaire (Adamoli et al., 2026) to analyse the responses of over 4500 teachers, focusing on three key theoretical concepts: Affordance-in-Practice (Costa, 2018), Professional Capability (Nussbaum, 2011) and Sentiment (Bing, 2012). The research also identified aspects in relation to the recent “Guidelines for the introduction of Artificial Intelligence in schools” issued by the Italian Ministry of Education and Merit for the introduction of Artificial Intelligence in schools (MIM, 2025). These were incorporated into the survey tool and subjected to detailed analysis in this study. Cluster analysis identified four distinct profiles (Receptives, Adaptives, Oppositionals and Indifferents) based on their technological preparedness and perception of AI, revealing a gap between current predominantly operational use and perceived potential for professional practices in the future (Adamoli & Emmanuel, 2025). The research aims to understand whether and to what extent AI is perceived not only as a technical tool, but as a professional “capability” capable of promoting integration that enhances professional autonomy and the relational dimension of teaching.