Del Sorbo, F. & Indellicato, R. (2026). "Beyond Automation: Towards Human Stewardship of Artificial Intelligence". Open Journal of Humanities, 22: 107-136

Artificial intelligence (AI) and technology have impacted numerous contexts of people’s lives, specifically the education sector, making it more inclusive and accessible to students with disabilities and, more generally, those with special educational needs (Luckin et al., 2016), contributing to the creation of inclusive teaching methodologies. This paper analyzes how intelligent tutoring systems and assistive technologies enhance educational equity (Crompton & Burke, 2023), as well as the role of teachers as pedagogical mediators. This study uses a qualitative-quantitative design and was conducted at a comprehensive school in the province of Naples during the 2025-2026 school year. The sample included 67 students (21 with SEN) and 14 teachers. The project lasted six months and included the administration of standardized learning tests (MT-3, Cornoldi & Carretti, 2016; AC-MT, Lucangeli et al., 2012), participation observation scales (Index for Inclusion, Booth & Ainscow, 2011), self-efficacy questionnaires, semi-structured interviews, focus groups, and ethnographic observations, analyzed using thematic techniques (Braun & Clarke, 2019). The study data indicated improvements in learning for the SEN group (Reading Comprehension: d = 0.79; Mathematical Skills: d = 0.51) as well as an increase in active participation (d = 1.16). Furthermore, greater co-planning between curricular and support teachers was highlighted, which resulted in a reduction in the learning gap. Nevertheless, the risk of excessive reliance on technology emerged, especially in contexts of high workload (Selwyn, 2020). Although limited by the sample size, this work suggests that the success of inclusion strongly depends on the teacher’s ability to exercise reflective pedagogical stewardship, in which AI must be integrated into an intentional design (Unesco, 2023).