Rethinking education through generative-AI: ethical challenges and pedagogical implications in the Italian and UK systems

The integration of generative AI in higher education (HE) and adult learning raises critical questions about its purposes, benefits, and risks. Using Biesta’s framework of qualification, socialisation, and subjectification, this chapter examines how AI supports—or undermines—the cultivation of autonomous, critically engaged learners. While studies note AI’s potential for self-regulated learning, personalised pathways, and greater engagement, concerns remain over ethics and the erosion of human interaction and critical thinking. Drawing on an international survey conducted in 36 countries with adult educators in HE and training (see Chapter 1 for more details about the survey), the analysis focuses on responses from Italy and the UK. The Italian sample, grounded in a didactic model, contrasts with the UK’s social constructivist orientation. While both share ethical concerns, UK educators often see AI as a tool for co-constructing knowledge, whereas Italian respondents stress risks to teacher agency. Findings suggest that generative AI may catalyse a re-examination of education’s core aims, renewing debate on the balance between technical competence, social integration, and the formation of independent, reflective learners