Generative Artificial Intelligence in education: Models, Frameworks and the proposal for a new vertical K‐12 Digital Curriculum

Abstract This contribution critically analyses the main international educational frameworks for teachers' digital competence, highlighting both critical issues and potential in relation to their professional development and the need to update school curricula. Particular attention is given to the frameworks developed by the Joint Research Centre of the European Union, including DigCompEdu , which defines the digital competences required of teachers in the new millennium. It has been the subject of a critical analysis that revealed both its potential and its limitations in terms of applicability within Italian school contexts. From this perspective, the research pursues a twofold objective: on the one hand, to offer a comparative reflection on existing models; on the other hand, to present an alternative framework, more flexible and context‐sensitive, capable of supporting vertical curriculum design and teachers' digital training. Starting from a selective review of the literature and an empirical survey conducted on 898 teachers from different disciplinary areas through a structured questionnaire, the study explores perceptions, concerns and expectations regarding the integration of Generative Artificial Intelligence (GAI) into teaching practices. The results indicate a cautiously positive attitude towards GAI: more than three quarters of participants ascribe at least moderate usefulness to AI but emphasise the need for regulation, training and governance to ensure its sustainable use. In light of this evidence, a new framework is introduced, called D.I.V.E.R.S.E (Digital Integrated Vertical and Ethically Responsible Syllabus for Education), conceived as a modular, adaptable and progressive theoretical–operational model. Rather than merely defining competences, it acts as a strategic device for educational innovation and the orientation of educational policies within the European framework. It integrates well‐established references (TPACK, SAMR, CoI) with practical tools, applied examples and evaluation criteria, positioning itself as a concrete support for vertical curriculum design (K‐12) and teachers' professional development at international level. Its validation aims to refine its transferability and sustainability as well as to assess its impact on teacher training in real contexts.