Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Valeria Cesaroni
Publishing Year 2025 Issue 2024/2
Language English Pages 13 P. 329-341 File size 0 KB
DOI 10.3280/ess2-2024oa18453
DOI is like a bar code for intellectual property: to have more infomation
click here
FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.
Given the recent advancements in generative artificial intelligence, this paper examines the implications of generative artificial intelligence (AI) for educational systems, focusing on inclusion as a critical lens for understanding current political and theoretical trajectories in AI implementation in education. After providing an overview of the main soft policy documents developed by UNESCO in relation to AI and inclusion, the paper will highlight how the theoretical framework that emerges from these documents risks collapsing the theme of inclusion with that of integration and techno-solutionist views, which are inadequate both for understanding the socio-technical transformations driven by these technologies and for addressing the issue of inclusion. Subsequently, this paper employs the philosophical theory of technological mediation and a socio-technical analysis to examine the relationship between generative AI and human development, aiming to elucidate the connections among inclusion, social justice, and artificial intelligence.
Keywords: ; Inclusion; Ecological-Systemic Theory; Sociotechnical Theory; Post-phenomenology; Artificial Intelligence
Valeria Cesaroni, Inclusive education in the age of AI: A critical perspective on policy guidelines through the lens of ecological-systemic theory of technological mediation in "EDUCATION SCIENCES AND SOCIETY" 2/2024, pp 329-341, DOI: 10.3280/ess2-2024oa18453