Conference Program

The advent of Generative Artificial Intelligence (GenAI), now massively present across various sectors of our society, raises concerns of various kinds. A close examination of current educational research regarding teaching-learning processes in relation to GenAI reveals apprehensive discussions about cognitive diminishment (Fasoli et al., 2025; Kosmyna et al., 2025) and the compromise of individual agency. This occurs in contexts where algorithmic efficiency overshadows individual talents, rendering subjects "neuro-inferior" when compared to the capacity of prominent large language models to process data, identify recurring patterns, and provide formally adequate answers to complex questions. Furthermore, considering the pervasiveness and design features of these "enunciation-producing machines" (Mackenzie, 2017), individual autonomy could effectively become a "collateral victim," leading to increased standardization and, for neurodivergent individuals, greater social exclusion.

However, this perspective risks obscuring the emancipatory potential of GenAI for neurodivergent subjects. This contribution explores how GenAI, if integrated within an ethical and transparent framework and mediated by good pedagogical principles, can transform from a threat into an essential cognitive prosthesis for those who have historically encountered barriers in developing their academic (among others) agency. Through the concept of "artificial agency" (Floridi, 2025), a pedagogy is proposed that does not chase algorithmic performance, but instead values the "slowness of the human gesture" as a space for empowerment. This approach aims to prevent social exclusion and guarantee the right to personalized learning, driven by individual needs and mediated by GenAI. In this way, a genuine protection of individual specificity could be ensured through the lens of social justice, leveraging the high potential of GenAI systems in a profoundly democratic sense