Empowering Teachers with AI Literacy: The Italian Case

This paper examines the development of Artificial Intelligence (AI) literacy from a teacher-centered perspective in Italy. Despite the growing importance of AI in education, its integration into school curricula remains a major challenge. Key barriers include complex terminology, limited opportunities for hands-on professional development, and the absence of clear national curricular guidelines. The study identifies the main obstacles to developing AI literacy among in-service teachers, explores the tools and strategies currently adopted in professional training, and analyzes the objectives and content of AI-related courses offered through Scuola Futura, the national teacher training platform established under Italy’s National Recovery and Resilience Plan (PNRR), as well as university programs for pre-service teachers. Findings show that most training initiatives focus on introductory and general digital skills rather than advanced or discipline-specific applications. Although recent national measures such as Decreto Ministeriale (D.M.) 66/2023 represent a positive step, sustained efforts are still required to bridge the AI knowledge gap and promote meaningful, pedagogically grounded integration of AI in teaching practice.