L’Intelligenza artificiale nell’educazione: utopie, distopie, rischi e speranze

The article examines the growing role of Artificial Intelligence (Ai) in education, with a particular focus on the spread of generative Ai in higher education and its implications for teaching practices, assessment, and the teaching profession. To move beyond overly simplistic views – either enthusiastic or alarmist – the phenomenon is interpreted through four perspectives: utopias, dystopias, risks, and hopes. Utopian narratives highlight promises such as personalized learning, support for teachers’ work, and broader access to education. Dystopian views, in contrast, point to potential negative effects, including cognitive dependence, weakened critical thinking, reduced professional autonomy for teachers, and concerns regarding surveillance and privacy. The article also discusses emerging challenges, such as the passive use of AI tools and the risk that disparities in resources and skills may lead to less equitable and uneven innovation. In conclusion, it proposes a path toward a more responsible integration of AI, grounded in AI literacy, ethical accountability, and pedagogical choices oriented to the common good.