ABSTRACT
Artificial intelligence is affecting every aspect of our lives and especially the lives of children, as they are developing relationships with technology which are more complex and different than the relationships of those who came before them. Integrating AI into education has the potential to entail a number of pitfalls and ethical challenges that need to be addressed. Moreover, relationships with AI will be crucial in a future in which students, as active citizens, will play a pivotal role in defining the effects and implications of AI. It is thus important to educate both teachers and students in the use of AI, making them aware of its risks and potentialities as well as of the controversial effects of human–AI complementarity.
Starting from a review of the most relevant studies on this topic, this chapter aims to define a framework to inspire curricular design, the adoption of suitable teaching and learning approaches and the development of the necessary skills, attitudes, and mindsets for children to thrive with artificial intelligence. Such a curriculum would nurture attitudes such as knowledge-rich creativity, problematisation, and critical thinking and judging. Throughout the definition of this framework, we advocate for more pedagogically founded principles for designing curricula and promoting teaching and learning activities dealing with AI, as opposed to the proliferation of curricula with a technocentric vision.
