Conference Program

The increasing diffusion of digital technologies and artificial intelligence (AI)-based systems is profoundly transforming the educational and family environments in which children grow up and develop opportunities for learning and social participation. Within this evolving landscape, disparities in digital competencies and adult mediation practices may represent an emerging dimension of educational poverty, influencing children’s safe and meaningful access to online learning, relational, and developmental opportunities (Hong & Kim,2024; Yu et al., 2024). This perspective is particularly relevant for children who are adopted or living outside their family of origin, whose developmental trajectories are often shaped by adverse childhood experiences and specific needs for protection and educational support (Basso, 2023).

This contribution presents findings from an exploratory study aimed at examining the use, levels of trust, and perceptions of artificial intelligence among a sample of 180 parents, including 87 biological and 93 adoptive parents. The main objective was to investigate how family digital mediation practices may function either as risk factors or as protective resources within children’s developmental pathways. Quantitative results indicate generally cautious attitudes toward AI and relatively low levels of trust across both groups, with no statistically significant differences. However, adoptive parents demonstrated higher levels of digital literacy and greater involvement in supervising their children’s online activities.

Qualitative findings further highlight specific concerns expressed by adoptive parents regarding the protection of children’s identity and personal history, particularly in relation to the risk of unwanted contact with biological families and exposure to emotionally sensitive digital content. These findings suggest that parental digital competence and the creation of safe online environments may represent key protective factors supporting inclusion, participation, and children’s wellbeing.

Overall, the study underscores the need to develop educational and training interventions addressing not only children but also caregivers and educational professionals, fostering alliances among families, schools, and community services (Pentina, Hancock, & Xie, 2023). From this perspective, informed digital mediation emerges as a crucial educational practice for addressing emerging forms of educational poverty and promoting equitable developmental opportunities, contributing to the strengthening of educational communities capable of supporting children with complex family backgrounds.