Συνέδρια ΔΙΠΑΕ

Μόνιμο URI για αυτήν την κοινότηταhttps://repository.ihu.gr/handle/11544/48408

Περιηγούμαι

Τώρα δείχνει 1 - 20 από 89

Analysis and Implementation of the UNESCO AI Competency Framework: A Case Study of a Multimodal Teacher Training Program
(2025-12-12) Kokkonis, Georgios; Ioannis Dourvas, Ioannis; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract— The UNESCO AI Competency Framework for Teachers (2024) defines five competency areas (Human-centred mindset, Ethics of AI, AI foundations and applications, AI pedagogy, AI for professional development) across three progression levels (Acquire-Deepen-Create). Despite its recognition as a global standard, AI competency frameworks for teachers remain rare globally (only seven countries by 2022), while documented implementation models of the UNESCO framework are absent. Key challenges include translating theoretical descriptions into concrete educational activities, integrating multiple educational theories without cognitive overload, and ensuring progressive competency development. This work analyzes these challenges and presents an implementation case study through a design-based research approach. The research question explores how the UNESCO framework can be translated into a functional educational program that integrates educational theory without cognitive burden. Through an iterative design process spanning 7 + 2 cycles, a program was developed in two versions (Greek and English) with 110 participants in total. The methodology was based on systematic alignment of each module with the five areas and three levels of the framework, applying TPACK for the holistic approach to technology-pedagogy-content, UDL for accessibility, and Bloom's Taxonomy for cognitive complexity, through an "invisible theory" strategy that embeds pedagogical principles without academic terminology. The implementation analysis reveals specific design decisions for each area: For Human-centred mindset, five transversal pedagogical pillars were developed (critical thinking, ethical use, personalization, collaboration, assessment). For Ethics of AI, a dedicated module was combined with embedded ethical dilemmas presented through audio scenarios featuring virtual educators expressing concerns before expert solutions. For AI foundations, progressive complexity was applied from basic concepts (Acquire) to LLMs and prompt engineering (Deepen) to content creation (Create), with the development of EduPrompt Studio as a tool that implements automatic integration of educational theories into prompt generation. For AI pedagogy, UDL applications and differentiation were incorporated. For Professional development, an ecosystem was created with Teacher Toolbox, forums, and self-reflection. The implementation leveraged multimodal means—AI-generated podcasts with dialogical approach, virtual exhibitions on the ArtSteps platform for visualization of ethical dilemmas, H5P interactive exercises—to support different learning styles. Strategic partnerships with six international platforms (Brisk, Genially, Twee, Redmenta, Eduaide, Almanack) provided premium access (3-12 months) for immediate practical application of professional tools, ensuring the transition from theory to practice. The case study identifies three critical factors for successful implementation: explicit alignment with progression levels in each activity, strategic partnerships for practical tool application, and reusable architecture adaptable to different cultural contexts. The contribution is twofold: an analytical model for implementing the UNESCO framework and design principles for replicability in other educational systems. Future research will investigate effectiveness through systematic evaluation of participants.
A Regional Volunteer Registry for Digital Governance in Secondary Education: Bridging Career Guidance, Artificial Intelligence, and the Innovation Ecosystem
(2025-12-12) Tsapournas, Konstantinos; Terzidou, Theodouli; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - The rapid advancement of Artificial Intelligence (AI) and digital transformation is reshaping labor markets, professional identities, and the skills required for future employability. Secondary education is therefore challenged to provide students with meaningful, up-to-date, and experiential School Career Guidance (SCG) that goes beyond traditional occupational information. This paper presents the design, institutional framework, and initial outcomes of the Volunteer Registry of Digital Governance Executives for School Career Guidance, a regional initiative implemented in Central Macedonia, Greece. The Registry functions as a structured bridge between secondary schools and professionals actively engaged in digital governance, AI applications, and innovation-driven sectors. Its primary objective is to enrich SCG through authentic professional encounters, enabling students to develop informed perceptions of emerging digital professions, AI-related career pathways, and transversal skills required in the contemporary labor market. The paper is structured in two parts. The first and main part provides a detailed analysis of the Registry, including its development context, selection criteria for volunteers, governance and ethical framework, modes of implementation, and alignment with national educational policy. Evidence from career education programs implemented during the 2024–2025 academic year is discussed to highlight the educational added value of the initiative. The second part focuses on the Alexander Innovation Zone (AIZ) as a representative innovation organization participating in the Registry, highlighting its mission, actions, social role, and contribution to AI-aware career guidance, innovation, entrepreneurship, and the development of both technical and soft skills essential for the professions of the future.
AI4LessonDesign: A MOOC for Instructional Design in Foreign Language Education
(2025-12-12) Maravelaki , Sofronia; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – The rapid development of Artificial Intelligence (AI) and its integration into educational practice create both new challenges and significant opportunities for teachers’ professional development. This paper presents a Massive Open Online Course (MOOC) focusing on instructional design in foreign language education through the use of Generative AI tools. The development of the MOOC is grounded in research data that explored the attitudes and perceptions of Greek teachers regarding the use of AI tools in instructional design, as well as their training needs in this specific field. The research findings indicated that, although teachers demonstrate a highly positive attitude toward AI and acknowledge its benefits for personalized learning, time efficiency, and the creation of rich learning materials, the frequency of their actual use of AI tools remains low to moderate. Furthermore, the analysis of self-assessment data suggests that teachers express a strong need for further support in understanding and applying the principles of instructional design. Although several participants had attended general MOOCs related to AI, the majority expressed strong interest and a positive intention to participate in a future, targeted professional development program. In addition, the research highlighted teachers’ needs for practical guidance, pedagogical integration, and a deeper understanding of the ethical dimensions of AI use in educational practice. Based on these findings, the development of a MOOC exclusively oriented toward instructional design through the use of Generative AI tools was considered necessary, in order to address the identified training gaps and bridge the divide between teachers’ positive attitudes toward AI and its meaningful pedagogical application in the classroom. The MOOC was designed to support foreign language teachers at all educational levels in strengthening their instructional design skills, familiarizing themselves with digital tools, and integrating AI across all stages of teaching — from lesson planning to the development of learning scenarios, worksheets, and instructional activities. The MOOC is structured into thematic modules covering lesson planning, formulation of learning objectives, development of lesson plans and learning scenarios, construction of worksheets, and the practical use of generative AI tools such as ChatGPT, MagicSchool, Diffit, Twee, Chalkie, and Curipod. The course content is enriched with interactive activities, quizzes, discussion fora, assessment rubrics, and visualized material, while the final assignment is based on the application of AI tools in an authentic teaching context. The instructional design methodology of the MOOC is grounded in the principles of blended learning, active participation, and self-regulated professional development, with AI functioning as a collaborative partner for teachers in instructional planning and pedagogical innovation. This paper highlights the role of AI as a tool for pedagogical design and professional empowerment of foreign language teachers. By linking research findings with practical implementation, the MOOC serves as a model of professional development intervention that promotes the development of instructional design competencies, pedagogically grounded use of AI, and critical understanding of its possibilities and limitations. The proposed model may also be adapted to other subject areas, contributing to the development of a culture of innovation and responsible AI use in education.
Ethical and Social Dimensions of Artificial Intelligence in Primary Education: An Educational Intervention in School
(2025-12-12) Angeli , Eirini; Tsiotakis, Panagiotis; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - This paper investigates the ethical and social dimensions of Artificial Intelligence (AI) in Primary Education through an educational intervention implemented with sixth-grade primary school students. The aim is to explore how children perceive AI as a social phenomenon, how they express moral reflection and critical thinking in relation to issues of algorithmic bias, and how its pedagogical integration can enhance social awareness and responsible digital literacy. The intervention was implemented through experiential activities in two AI environments — AI for Oceans (Code.org) and AI4EDU (Institute for Language and Speech Processing / “Athena” Research Center) — which enabled students to actively interact with machine learning models and language-based AI systems. Through thematic analysis of students’ worksheets and observational data, findings indicated that students developed a basic understanding of how AI systems function, recognized phenomena of algorithmic bias, transparency, and creator responsibility, and articulated critical and ethical questions regarding the use of this technology. The experience demonstrated that even young learners, through experiential and collaborative pedagogical approaches, are capable of engaging with complex ethical issues, cultivating critical digital literacy, and developing social awareness regarding the role of AI in contemporary society. The findings support the need for a human-centered pedagogical integration of AI in education, aligned with UNESCO’s (2021) guidelines for the responsible, fair, and transparent use of technology.
Psychoanalyzing Sakis: From Tool to Interlocutor – Ethical Issues, Social Challenges and Educational Potentials of Artificial Intelligence
(2025-12-12) Amperiadis, Apostolos; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract— The rapid development and integration of artificial intelligence into the field of education is substantially reshaping the way the learning process, access to knowledge, and pedagogical interaction are approached. Contemporary artificial intelligence systems, and particularly language models, no longer function exclusively as technological tools for information provision, but emerge as dialogical interlocutors capable of participating in processes of interpretation, reflection, and meaning production. This shift raises critical pedagogical and philosophical questions concerning the role of the teacher, the nature of learning, and the boundaries of human and non-human intelligence. The present paper proposes a conceptual and pedagogical framework for the utilization of artificial intelligence in education, inspired by the spirit and philosophy of the book Psychoanalyzing Sakis. A central axis of this approach is the understanding of artificial intelligence not only as a tool supporting learning, but as a dialogical agent that can contribute to the cultivation of students’ critical thinking, reflection, and metacognition. The theoretical framework draws on contemporary pedagogical, philosophical, and educational perspectives on dialogue and learning, highlighting the importance of active participation and a multi-perspectival approach to knowledge. At the level of educational practice, the paper presents the design rationale of worksheets that focus on different types of learning interaction, such as the formulation of secondary (inquiry-based) questions, the juxtaposition of multiple perspectives, the critical exploration of arguments, and the creative representation of knowledge. The proposed pedagogical applications do not aim to replace the teacher, but to support and enrich the teaching process, with the teacher maintaining a central role as a pedagogical mediator. Overall, the paper argues that the pedagogical utilization of artificial intelligence can contribute to the formation of a learning environment that enhances dialogue, critical thinking, and creativity, offering an open and extensible framework for further educational research and application.
Artificial Intelligence as a Tool for Equity: Addressing Diverse Learning Profiles in Primary Classrooms
(2025-12-12) Rapti, Christina; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – The growing presence of Artificial Intelligence (AI) in education creates new pathways that contribute to inclusion and equity in the learning spaces of today’s globalised and diversified world. By supporting personalized learning, multimodal engagement practices and responsive feedback, AI can function supportively in bridging achievement gaps and empowering all learners to participate meaningfully in the learning process. This paper aims to explore the way AI-driven instructional practices can mitigate varied learning profiles within the context of English as a Foreign Language (EFL) education in primary schools. The present study is based on classroom experiences from a sixth-grade English class in Northern Greece, characterized by students mixed competence levels ranging from those with dyslexia and those with autism spectrum characteristics. To ensure accessibility and active engagement for every learner, teaching practices incorporated AI-based applications, interactive digital resources and cooperative tasks. Therefore, instruction was not uniform but differentiated. To this end, AI-enhanced platforms were employed into lessons in an attempt to facilitate reading comprehension, improving students’ writing fluency and creative expression of ideas through multiple modes- visual, auditory and written. Such technologies offered immediate feedback, language assistance and alternate modes of representation – such as visual and auditory adjustments – that benefitted neurotypical and neurodiverse students alike. Dyslexic students benefitted from speech-enabled technologies and multimodal feedback whereas autism spectrum learners displayed improvement in focus and engagement through AI-mediated activities. More advanced learners integrated AI to expand their vocabulary repertoire and engage in creative text production. Qualitative evidence from classroom observations revealed an increase in engagement, confidence and task persistence, particularly among students who had previously struggled to participate actively. Implications of this practice-orientated research are discussed in connection with recent research on AI-supported inclusion and personalized learning (Holmes et al.,2023; Kohnke & Zou, 2022; Firat, 2023; UNESCO, 2022). Findings pinpoint the significance of teachers’ pedagogical judgment, ethical awareness and adaptability skills when introducing AI into daily school practice. Indeed, while AI technologies may seem promising as far as access and engagement are concerned, equity is achieved only when moderated by a well-informed inclusive design. The paper concludes that if properly and ethically combined, AI is equipped with the potential to function as an agent of educational inclusion. Through adjusting feedback, multimodal learning pathways and utilization of differentiation practices and strategies, AI can enable students with varying learning profiles to access the curriculum on equal terms. The study also highlights the necessity of teacher training, ethical guidance, and supportive school policies in an attempt to ensure responsible use of AI.
Evaluation of Conversational Artificial Intelligence Agents for Automated Grading in Education
(2025-12-12) Keroglou, Christoforos; Diamantaras, Konstantinos; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – This work focuses on evaluating the performance of three popular AI conversational agents (Gemini 2.5 Pro, ChatGPT 4.1, and Claude 3.7 Sonnet) as automated grading systems on a dataset containing short answers to questions from the subject area of Data Structures (Computer Science). The performance analysis was based on four main research questions: 1) How accurate is the evaluation of an AI-based automated grading system compared to the grading performed by expert human evaluators, 2) Is there a correlation between the length of the response (number of words) and the performance of AI-based automated grading systems, 3) Is there a correlation between the score of the response (as determined by expert human evaluators) and the performance of AI-based automated grading systems, 4) How confident can we be in the results provided by each system. Specifically, what variation exists in the outcomes when we repeat our experiments. Through these research questions, the study aims to provide a clearer understanding of the advantages and limitations of the three systems in their application within the educational system. The survey results show that ChatGPT 4.1 had the highest accuracy in automatic scoring, with a lower Root Mean Square Error (RMSE) compared to Claude 3.7 Sonnet and Gemini 2.5 Pro. Specifically, ChatGPT showed an RMSE of 0.82, followed by Claude with 1.02 and finally Gemini with 1.07. The statistical analysis for the whole dataset shows that the three agents had a relatively high and almost identical correlation coefficient with the grade of the expert raters, revealing the possibility of imitating human behavior in terms of scoring and at the same time indicating perhaps a common factor in the scoring process. However, there were significant differences in the performance of the three agents depending on the type of question. These differences suggest that each of the systems has distinct strengths and weaknesses depending on the content and structure of the question. Furthermore, extended research is needed to prove/or disprove the correlation (if any) between the number of words/or the score of the response (by expert human evaluators) with the error produced by the automated systems. The results of the present work are a first indication that each of the three AI systems may be suitable for use as an automatic grading system, which could be exploited in the future to ensure maximum accuracy in examination procedures or to simplify procedures involving courses with many students (so-called massive online open courses - MOOCs). Correlation analysis indicates that the three conversational agents could be safely used in specific automatic grading applications. More research is needed in the direction of system parameterization and also in the improvement of prompts (prompt engineering) to increase the accuracy and decrease the variability of the responses of these systems.
Metazoë and Artificial Continuity: Ethical and Educational Implications of Immortality through Artificial Intelligence
(2025-12-12) Mavropoulou, Eleni; Terzopoulos, Dimitrios; Oikonomou, Andreas; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - This paper explores the concept of "Metazoë" as an ontological and pedagogical framework for understanding the artificial continuity that arises from the convergence of Artificial Intelligence (AI) and human existence. Through the analysis of the "Tofflerian Analytical Framework" (TAF), it examines how education is called upon to manage the "Shock of the Future" provoked by digital immortality and algorithmic traces. The adoption of "tentacular thinking" is proposed as an alternative epistemology that promotes networked relevance and "sympoietic" learning. The paper delves into the ethics of care and memory, arguing that pedagogical responsibility in the age of AI is shifting from the simple transmission of knowledge to the formation of an ethic of continuity, where the digital footprint of the teacher and student is treated as a living part of a post-anthropocentric and ecological continuum.
Pedagogical Reflection Theory Through the Implication οf A Compound Didactic Scenario Using ChatGPT AI. By Religion Teacher in the Greek Middle Education Field
(2025-12-12) Diamantopoulos , Konstantinos; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – Individual and social development through school learning highlights a crucial need in the current era, especially within the Greek educational context. However, the need to support new teaching practices and innovations in the education system, while also implementing strategies to assist students with mild Special Needs within the same educational environment, makes this task even more challenging. Additionally, a game-changing leader in innovation is Artificial Intelligence (AI), which steadily but aggressively builds a strong presence in educational practice by bringing the future into the present. Consequently, a substantial academic debate has developed. It continues in the field, with varying optimistic or even restrictive views on how AI could positively impact humanity—particularly among middle school students—by enhancing cognitive skills, addressing learning difficulties, and fostering intrinsic and mental development through the mature use of AI as a learning tool. Nonetheless, many key factors could significantly influence this area. In the current context, possible scepticism about education is being closely examined through the implementation of a teaching approach that combines religion classes with modern Greek history for 3rd-grade Junior High School students, using the ChatGPT AI tool for instructional purposes. The focus topic is: “Athanasios Diakos’ contribution to the Greek Revolution of 1821 ACE and his relation to the church, presented using ChatGPT.” ChatGPT is a well-known AI tool that students can easily access, allowing a religion teacher to adopt a different teaching and learning approach. Students can subsequently reflect on their active participation in uncovering information and critically applying it to build understanding. This reflection theory process is a broad psychological and pedagogical tool that distinguishes between AI’s function and human engagement. The latter plays a significant role in the long-term development of Greek students, both individually and socially.
Artificial Intelligence as a Transformative Factor of the Educational Role: Training and Professional Development in the Digital Age
(2025-12-12) Zotou , Evaggelia (Elina); Kaltsouni, Paraskevi; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- The rapid evolution of Artificial Intelligence (AI) and digital technologies is radically redefining the educational landscape, changing not only learning processes but also the very role of the teacher. In this new environment, the training and professional development of educators are becoming critical factors for the effective and responsible utilization of AI's potential in teaching and learning. The transition from conventional to technology-enhanced pedagogical practice requires teachers to possess not only digital skills, but also a critical, ethical, and pedagogical background for using AI systems. Teacher training in AI cannot be limited to technical instruction; it must be integrated into a broader framework of professional learning that enhances their reflective and research capacity. Through structured continuing education programs, teachers need to understand how algorithmic systems work, recognize their limitations and biases, and integrate them into their teaching practice in a pedagogically substantiated manner. Furthermore, cultivating critical AI literacy is essential for educators to act as conscious mediators between technology and students, protecting rights, privacy, and equitable access to learning for all. Professional development in the field of AI is further strengthened through the creation of communities of practice, the exchange of experiences, and collaboration with the research community. Cooperation among educators, researchers, and educational bodies can lead to the development of innovative pedagogical approaches and the formation of a school that promotes creativity, adaptability, and ethical consciousness. Training, therefore, Training, therefore, is not merely a tool for technological adjustment, but a lever for transforming the teacher's professional role into an active, responsible, and socially conscious professional of the digital age. Overall, the need for a pedagogical and ethically grounded approach to AI in education is highlighted, where the educator is not a passive user of technology, but a central factor in shaping a sustainable, human, and fair digital future.
Integrating AI-Mediated Feedback in the FLE Classroom: A Reflective Action Research Study on Mizou
(2025-12-12) Iasonidou, Fostira; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract - Foreign language learning is conceptualized as an interactive and co-constructive process in which authentic communication, learner agency, and meaningful feedback play a central role. Contemporary pedagogical approaches grounded in social constructivism emphasize the importance of collaborative tasks and formative support mechanisms that enable learners to reflect on and improve their language use. Within this framework, the integration of Artificial Intelligence (AI) tools in language education offers new opportunities for supporting written interaction and learner autonomy. This paper presents a qualitative, descriptive account of the pedagogical use of Mizou, an AI-based application designed for foreign language learning, in a French as a Foreign Language (FLE) classroom. Mizou provides immediate, personalized feedback on learners’ written productions through lexical and grammatical suggestions and reformulations, thereby facilitating revision processes and raising learners’ awareness of linguistic choices. The tool was integrated into a communicative task involving the preparation of a cultural outing among peers, aiming to promote the production of authentic written messages and to prepare learners for subsequent oral interaction. The intervention adopts an action research approach, prioritizing pedagogical reflection and the practical integration of AI tools over the production of generalizable findings. The implementation involved A2-level learners and was documented through the teacher’s reflective field journal, which recorded the progression of the activity, learners’ reactions, emerging difficulties, and the written products generated. Rather than evaluating learning outcomes quantitatively, the paper offers pedagogical insights into the affordances and constraints of AI-assisted formative feedback in foreign language teaching. It argues that tools such as Mizou can meaningfully contribute to the renewal of FLE pedagogy by fostering personalized guidance, learner engagement, and the articulation between written and oral skills, if their use remains pedagogically grounded and teacher-mediated. The study contributes to ongoing discussions on human-centered and reflective uses of AI in language education.
AI-Based Concept Development in Design Education: A Case Study of Interior Architectural Applications
(2025-12-12) Kertemelidou, Paraskevi; Manavis, Athanasios; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract- Design education has traditionally emphasized creative design courses that focus on concept development for projects involving architecture, interior spaces, products, and visual communication. These courses employ a range of analytical and creative tools—such as mind maps, mood boards, sketches, models and prototypes—to support the generation of design ideas. In this context, instructors play a pivotal role in fostering the conditions necessary for students to develop original and conceptually grounded design solutions with potential real-world applicability. The aforementioned design methodologies rely on diverse data inputs, including text, imagery, sketches, and material samples, which are synthesized to produce two- and three-dimensional design representations (2D and 3D). Recent advancements in artificial intelligence (AI) enable the processing of such specific data, facilitating the generation of high-fidelity digital representations across various design domains. This study proposes an educational methodology that integrates traditional concept development tools with AI-based processes, aiming to enhance creativity, documentation, and visualization in design education. The paper concludes by presenting applications of the proposed approach within the field of interior architecture.
AI as a Tool for Inclusion: Supporting Differentiated Learning in Foreign Language Classrooms
(2025-12-12) Birbili, Maria K.; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Heterogeneity of learners, existing social inequalities and divergent learning requirements affect how foreign languages are taught in modern education systems. In most situations, such as the Greek system of education, language achievement gaps are strongly interconnected with socioeconomic status and a possibility of additional out-of-school education. Differentiated instruction within this context can be described as a pedagogical reaction that tries to deal with the differences in the abilities, styles of learning and educational backgrounds of learners. The recent developments in the sphere of Artificial Intelligence (AI) provide new opportunities to facilitate differentiated learning in the field of foreign language teaching. AI-driven technologies help to support individual learning process, adaptive feedback and flexible learning systems, which react to individual learner profiles. The adaptive learning platforms, conversational agents, and learning analytics can be used to promote learner engagement, autonomy, and language development at the same time and help teachers to track progress and modify instructions. The introduction of AI to language education attracts critical issues, despite the advantages. The challenges of data privacy and ethics of use, digital divide, and unequal access to technological opportunities might be exploitative of the current inequalities in education unless mitigated by knowledgeable pedagogical planning and policy improvements. This paper will discuss the possibilities of Artificial Intelligence as an educational support system to support differentiated learning in foreign language education, both its pedagogical worth and its shortcomings in inclusive and equitable education systems.
Literary Simulations of Artificial Subjectivity: From Buzzati to Calvino and the Educational Understanding of Artificial Intelligence
(2025-12-12) Ioannidou, Victoria; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—This paper explores how literature can contribute to the educational understanding of Artificial Intelligence by offering a conceptual space in which artificial subjectivity can be examined beyond technical explanations. While current discussions of AI education often focus on tools, applications, and operational skills, the increasing presence of algorithmic systems raises deeper questions concerning memory, agency, and the transformation of human self-understanding. Focusing on two twentieth-century Italian literary works—Dino Buzzati’s Il grande ritratto and Italo Calvino’s La memoria del mondo—the paper argues that literature functions as a site of narrative simulation where different models of artificial subjectivity are articulated and tested. In Buzzati’s novel, artificial subjectivity emerges through the reconstruction of an individual interiority detached from the biological body and sustained by a technological environment. In contrast, Calvino presents a systemic form of subjectivity grounded in classification, archival organization, and the regulation of knowledge and truth. By comparing these two literary configurations, the paper demonstrates that artificial intelligence does not imply a single model of subjectivity, but rather produces multiple forms oriented either toward experiential persistence or toward epistemic authority. Literature makes these distinctions intelligible by staging them narratively, allowing readers to reflect on their conceptual and ethical implications. The paper concludes that literature plays a crucial role in AI education by fostering conceptual sensitivity and critical reflection. Rather than teaching how intelligent systems operate, literary narratives enable learners to examine what kinds of subjects such systems presuppose or generate. In this sense, literature constitutes an essential component of AI literacy, preparing students and scholars to engage with artificial intelligence as a transformative force that reshapes memory, agency, and subjectivity.
Teachers and Artificial Intelligence: Needs, Barriers, and the Design of Professional Development Programs in the Digital Age
(2025-12-12) Katsouli, Dimitra; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Artificial Intelligence (AI), defined as the capacity of digital systems to emulate human cognitive functions and actions, has become a central driver of transformation in contemporary educational environments. Its integration fundamentally reshapes educational systems, enhancing efficiency and effectiveness in both teaching and administration. More specifically, AI is transforming education in three principal ways: through the personalization of learning, the automation of time-consuming administrative and assessment-related tasks, and the provision of immediate feedback that supports continuous learning improvement. Collectively, these functions contribute to the creation of more effective, inclusive, and adaptive learning environments. Key applications of AI in education include Intelligent Tutoring Systems (ITS), adaptive learning platforms, automated grading systems, virtual teaching assistants, and administrative support tools. The transformative potential of AI is substantial, offering significant advancements in the educational process. Its capacity to tailor learning to the individual needs of each learner enables personalized instructional support, while interactive platforms enhance motivation and engagement through gamification and immersive virtual experiences. For teachers, AI serves as a valuable support mechanism, reducing bureaucratic workload and allowing greater focus on meaningful pedagogical interaction. Moreover, data analytics facilitated by AI enable informed, evidence-based decisions regarding curriculum design and instructional planning. AI also plays a critical role in promoting inclusive education through specialized tools, as well as in expanding global access to knowledge. Despite these advantages, traditional educational models continue to face persistent challenges, including unequal resource distribution, limited capacity to address diverse learner needs, and excessive workload demands placed on teachers. Four major challenges hinder the effective integration of AI in education. First, many teachers lack technological readiness and essential digital skills, a situation exacerbated by the absence of comprehensive professional development programs that bridge the gap between AI technologies and their practical application in classroom contexts. Second, concerns persist regarding the potential replacement or devaluation of the human role in education, as teachers fear that automation may undermine their professional identity. Third, significant ethical concerns arise in relation to data privacy, data security, and the risk of algorithmic bias in assessment processes, particularly in the absence of clear and coherent ethical frameworks. Fourth, there is a lack of sustained support following initial training, including insufficient mentoring opportunities and limited collaborative professional networks. Without continuous guidance and support, educators often struggle to integrate AI effectively into their instructional practice. To bridge the gap between the potential of AI and the challenges faced by educators, the meaningful and responsible use of AI can only be achieved through targeted and ongoing professional development. Teacher training functions as a key mechanism for overcoming these barriers by promoting AI literacy, reinforcing the evolving role of the teacher as an ethical and pedagogical guide, and providing education in AI ethics and data protection. A comprehensive professional development program should be structured around three core dimensions: technological competence, pedagogical application (including data-informed instructional practices), and the critical and ethical dimension, thereby ensuring the equitable, responsible, and pedagogically sound use of AI in education.
Innovative Forms of Leadership in Education: Artificial Intelligence as a Decision Support Mechanism
(2025-12-12) Nitsiopoulou, Stavroula; Panitsidis, Konstantinos; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Artificial Intelligence (AI) has emerged as one of the most influential forces shaping contemporary educational systems, extending its impact beyond teaching, learning, and assessment to the domain of educational leadership and school administration. In recent years, school organizations have been required to operate within increasingly complex, data-rich, and dynamic environments, where accountability, transparency, and evidence-informed decision-making have become central priorities. Within this context, school principals—particularly in primary education—are confronted with multifaceted decisions related to human resource management, instructional quality, organizational effectiveness, and communication with the broader educational community. This paper aims to provide a theoretical exploration of the role of Artificial Intelligence as a decision-support mechanism in primary education leadership. Specifically, the study examines how AI-based systems can enhance the quality, effectiveness, and transparency of principals’ decision-making processes, while maintaining the centrality of human judgment and professional responsibility. Drawing on contemporary perspectives in educational leadership and organizational theory, the paper conceptualizes decision-making as a hybrid process in which technological capabilities complement human agency. The analysis highlights the capacity of AI systems to process large volumes of educational data, identify patterns, and generate predictive insights that exceed human cognitive limitations. Such capabilities can support school leaders in evaluating alternatives, anticipating challenges, and aligning decisions with strategic educational goals. Rather than replacing principals’ expertise, AI is framed as a complementary tool that augments leadership practice and contributes to more systematic and evidence-informed administrative approaches. At the same time, the paper emphasizes that the integration of AI into school decision-making raises critical ethical and social considerations. Issues related to data privacy, algorithmic bias, transparency, accountability, and equitable access to technology are particularly salient in primary education settings, where decisions have direct and long-term implications for children, teachers, and families. The study therefore underscores the importance of ethical leadership competencies and institutional safeguards that ensure responsible and socially sensitive use of AI technologies in educational contexts. Overall, the paper argues that Artificial Intelligence has the potential to function as a catalyst for innovative forms of educational leadership, supporting more adaptive, transparent, and effective school administration. However, the realization of this potential depends on the development of digital competencies among school leaders, the establishment of clear ethical and regulatory frameworks, and the cultivation of a school culture that balances technological innovation with pedagogical values. By offering a theoretically grounded discussion of AI-supported decision-making, this paper contributes to the growing discourse on educational leadership in the era of Artificial Intelligence and provides a foundation for future empirical research and policy development in primary education systems.
Possible obstacles and risks in the dissemination of Artificial Intelligence: Proposals and solutions for responsible coexistence
(2025-12-12) Kotsou , Maria; Lazari, Georgia; Nasi , Vasiliki; Nikolakopoulou, Anastasia; Roumpa, Marina; Stavridou, Vasiliki; Stoltidou, Agapi; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The rapid expansion of Artificial Intelligence (AI) has brought about significant changes across all fields of human activity, creating new opportunities as well as unprecedented risks. As AI increasingly permeates education, work, and everyday life, it becomes critical to investigate citizens’ perceptions—and particularly those of educators—regarding the potential obstacles and challenges arising from its use. The present study was conducted during the period December–January 2023–24 within the framework of the Interdepartmental Postgraduate Program of Studies “Soft and Digital Skills in Educational Sciences” and explores the perceptions, concerns, and prospects associated with AI in key social sectors. The research questions examine the potential barriers and risks in the diffusion of Artificial Intelligence in our lives, as well as the solutions or measures that can be proposed to address them. The aim is to understand how individuals perceive the presence and impacts of AI in everyday life, as well as to explore the emotional and ethical dimensions that accompany it. The study follows a qualitative research approach, with data collected through semi-structured interviews (N = 17). The interviews were conducted remotely via the Zoom platform to ensure flexibility and accessibility for the participants, were anonymized, and analyzed using inductive thematic coding. Data analysis resulted in four main axes: Health, Economy, Education, and Personal Data / Global Stability. The findings highlight a generalized concern regarding job losses, dependence on technological tools, the reduction of human communication, and insufficient protection of personal data. At the same time, participants acknowledge the multiple benefits of AI, particularly in the field of education, provided that its use is framed by ethical responsibility, continuous training, and a clear regulatory framework. The data analysis emphasizes the need for education and awareness-raising among citizens regarding the responsible use of AI. Cultivating critical thinking, responsibility, and technological empathy are essential prerequisites for a society that leverages AI for the benefit of humans, while simultaneously safeguarding the values and boundaries of human existence. The need for legislative regulation and ethical frameworks that ensure transparency, security, and fairness is underscored. The value of a human-centered approach becomes evident, where technology functions complementarily to humans rather than competitively. The findings provide useful insights from the perspective of the participants themselves, shedding light on the perceptions of those involved in the design, evaluation, and regulation of AI, and proposing applicable directions for its responsible integration not only in educational but also in broader social contexts.
The contribution of Artificial Intelligence to the renewal of Literature and Education; ethical and social limitations
(2025-12-12) Kambatza, Valentini; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract – This study constitutes a theoretical and historical review of the term “Artificial Intelligence” and the specific relationships of AI with Literature and Education. It aims to present the important role of AI in the renewal of Literature, Art and Education in general, while highlighting the need for its rational utilization based on ethics and the collective benefit. At the same time, myths about the threatening dominance of machines or their deification are rejected. AI was created by humans as a useful tool to serve specific needs. In Literature, various applications of AI propose solutions to upgrade the final result of the project. But also in Education, AI offers a refreshing air, since it radically changes the way of teaching and learning, while significantly contributing to the better absorption of knowledge by people with learning disabilities. The term “Artificial Intelligence” refers to a “non-biological technological creation that replaces one or more areas of human knowledge” (Dainton et al, 2021). According to a previous position, it is the intelligence of machines, very different from that of humans and other living organisms (Poole et al, 1998). Furthermore, “Artificial Intelligence” is also understood as the ability of a system to process and interpret data provided by humans, with the ultimate goal of completing specific tasks (Kaplan & Haenlein, 2019). Depending on its capabilities, it falls into one of three categories: “Narrow”, “General”, “Super” (Kaplan & Haenlein, 2019). AI refers to the field of Information Technology and in particular to the creation and application of computer systems, which imitate human characteristics intertwined with elementary intelligence. John McCarthy defined the concept and role of AI as the “science and methodology of creating intelligent machines”. In modern times, AI is infiltrating many scientific fields, but also in very special areas, such as those of Art and Literature. In Science Fiction Literature and Cinema, as early as 1920, the invasion of intelligent-android machines had caused great excitement and conflicting impressions in the public. In Literature, AI is shown to be an important co-creator of works purely inspired by fantasy (: surrealist and futuristic works). However, because machines (which lack emotions and critical thinking) “mirror human creations” based on the data they have, they necessarily do not end up with original works, but with imitative variations (see also Bankins & Formosa, 2023). The contribution of AI to the field of Literature is particularly noticeable in the technique of digital storytelling. In Education, the teaching of literature using artificial intelligence contributes significantly to the cultivation of critical thinking and imagination of learners. Furthermore, personalized teaching is adopted for people with learning disabilities. However, despite the positive results of its use in the educational process, there is always the risk of violating personal data protection (Taylor, Floridi and van der Sloot, upcoming edition), spreading social stereotypes and creating social inequalities. Ultimately, balance is ensured when AI is used exclusively for pedagogical purposes with an emphasis on the social and creative dimensions of learning and when the teacher remains the connecting link between learners and technology.
AI-Enhanced Digital Storytelling in Latin Teaching
(2025-12-12) Kalonikidou, Anastasia-Kallirroi; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—Artificial Intelligence is increasingly influencing various domains of human activity, including education, resulting in significant transformations and marking a new era in learning. This paper presents the first systematic effort to employ Artificial Intelligence as a tool for developing digital stories within the context of high school Latin instruction. In this study, 50 digital stories were created using prescribed Latin texts from the official textbooks of the 2nd and 3rd grades of the Greek Lyceum (Upper Secondary Education), with the objective of demonstrating the pedagogical value of this approach. The methodology involved the use of the Artificial Intelligence tool DALL·E, developed by OpenAI, to generate visual materials, and PowerPoint to assemble the final digital stories. While this teaching proposal remains in its initial phase, the findings indicate that integrating digital storytelling with Artificial Intelligence in Latin instruction may bridge traditional teaching methods and contemporary educational requirements. Adopting such a multimodal approach can make the course more engaging, inclusive, interdisciplinary, interactive, and student-centered, thereby enhancing students’ active participation and cultivating skills aligned with current educational standards.
Integration of Artificial Intelligence Tools in European Programs: Pedagogical Approaches and Learning Implications
(2025-12-12) Nikolaou, Eleni; Katsimardou , Valentina; Zafeiri, Lambrini; Πολυτεχνική Σχολή, Τμήμα Μηχανικών Πληροφορικής και Ηλεκτρονικών Συστημάτων
Abstract—The rapid development of Artificial Intelligence (AI) technologies is bringing about significant changes in the educational landscape, affecting both teaching practices and forms of learning interaction. Its pedagogical use in the context of European collaborative actions, such as eTwinning programmes, highlights new perspectives for the development of 21st century skills, differentiated teaching and the cultivation of digital and metacognitive competence. This paper presents practical applications of Artificial Intelligence that have been implemented over the past three years in eTwinning programmes, highlighting the multiple benefits for students and teachers. In order to overcome the language challenge of English- speaking collaborations, students used translation tools (ChatGPT, Google Translate AI) to communicate effectively with their partners. While, through Suno, they created original songs combining lyrics of their own inspiration with music produced by Artificial Intelligence, enhancing linguistic expression, imagination and collaborative creativity. ChatGPT and DeepSeek contributed to the design and improvement of interview and podcast scripts, while Clipchamp was used to automatically generate subtitles, facilitating the dissemination of the material. Regarding, tools such as Canva AI and Bing Image Creator supported the creation of digital posters and illustrated material, enhancing multimodal expression and the connection between words and images. Students also produced illustrated stories and interactive comics with DALL·E, while for their virtual presence they created avatars through Vidnoz AI, enhancing the multicultural dimension of the projects. In addition, they collaboratively used documents with Artificial Intelligence functions for co-writing and reviewing content, and applied Google Sheets AI for questionnaire data analysis, developing research and data interpretation skills. The integration of Artificial Intelligence into these activities was not limited to its technical dimension, but provided an opportunity for pedagogical innovation and reflection on learning processes. Students took an active role in the creative process, learning to use the tools with critical thinking, collaborative spirit, and respect for the ethical principles that govern the use of Artificial Intelligence. Teachers, on the other hand, acted as guides, co-creators and motivators, using AI as a tool for pedagogical design, differentiation and multilingual communication. Its use contributed the reduction of cognitive and workload, allowing greater focus on learning interaction and supporting student autonomy. The results of the actions demonstrated that AI can act as a catalyst for creative, collaborative and experiential learning, bridging imagination with technology and empowering teachers and students to co-create a modern, innovative learning environment. When integrated into a clear pedagogical framework and with ethical awareness, Artificial Intelligence enhances active participation, the development of metacognitive strategies and the connection with the real world. It does not replace the role of the teacher, but rather enhances it. The teacher is transformed into a motivator, mediator and critical supervisor, promoting responsible, creative and technologically literate citizenship among students. Finally, the use of Artificial Intelligence can be a catalyst for educational innovation, leading to the formation of a new paradigm of collaborative, experiential and multiliteracies learning.

Περιηγούμαι

Πλοήγηση Συνέδρια ΔΙΠΑΕ ανά Ημερομηνία έκδοσης