AIs @ School: the perception of the actors of the learning processes

At a historical juncture where AIs have become a ‘must’ in every form of communication and every form of activity, we have explored the perception that the actors of the educational processes – students, teachers, principals, and parents – have about the bouquet of technologies that are included in the definition of AI. Despite the discussions that have been stimulated at every level and the copious documentation produced (reviewed in the first section), the perceived level of information on the topic is below the suffi-ciency and seems to be fairly similar in all categories. Parents appear to be more inclined toward the use of AIs in educational processes in comparison to the actual use made by the students and by the teachers. The pros and cons of AIs perceived by the participants have been also investigated by the survey: participants appear to be more sensitive to critical aspects affecting, and potentialities connected with, the immediate outcomes of AIs use, ra-ther than the socially relevant consequences. The use of AIs seems confined to the generative ones. The purposes for which they are used, with a few ex-ceptions, appear to be fairly trivial and predictable: carrying out searches, generating texts and translations, generating tests and their resolutions and, in rare case, generating images. Use of Ais aimed at stimulating critical re-flection is rare, also among teachers.