The potential of artificial intelligence-related technologies in university teaching: a case study from the University of Florence

This paper aims to explore AIED tools (Artificial Intelligence Technologies in Education) use and perception in academia context. Forty-three semi-structured interviews have been conducted with professors at the University of Florence from different scientific fields. Three dimensions of analysis have been identified: i) the digitalization paths during and after the Covid-19 pandemic; ii) the opportunities, limits and risks of introducing AI tools in teaching and learning practices; iii) the institutional support and future solutions. Results show that AI tools application to teaching practices are still nascent at the University of Florence. A small number of professors interviewed use AI tools in their didactics. A slight difference exists among the diverse scientific fields. Hence, professors who are more favorable in introducing these tools in didactics, especially with experienced students, are those belonging to STEM areas (Science, Technology, Engineering and Mathematics). The paper highlights that crucial institutional issues need to be considered before a more substantial use of AI tools by both professors and students.