Pedagogy and Artificial Intelligence: Rethinking Educational Processes Through Technological Innovation for Active Citizenship and Quality Inclusion

The essay aims to offer some reflections on the complex relationship between learning processes supported by digital and AI and teaching for the new contemporary citizenship, from a decidedly inclusive and multicultural perspective. Last decade has marked a significant rise in the use of AI applications more than last few centuries. This rise has been unconditionally welcomed and accepted in many domains with facing some crests and trough in others. Educational systems has also overtly been using AI and the use has called for some parameters to be established before hazards of this blind use become irreversible. Undoubtedly, the sector of education has benefited in many aspects and when it comes Italy, educational institutions are thriving through the use of AI tools. Simultaneously, researchers and critics are raising their brows for the ethical and safety aspects of AI use along with the other limitations that are to be overcome for maximum advantage. This article used a systematic review to draw conclusions about how AI has been useful in education and what limitations there are, to cultivate critical thinking even with reading, on paper or with digital aid. In particular, recent interdisciplinary studies show that during adolescence, characterized by intense plasticity and cognitive reorganization, reading represents a privileged tool for the development of abstract thinking, metalinguistic reflection and self-regulation, which are also essential for the internalization of the values and principles of citizenship.