The Virtual Museum as an Inclusive Learning Environment: Teachers' Perceptions of AI, Flipped Inclusion and Digital Wellbei ng
Year: 2026
Type: book-chapter
Abstract: The Fourth Industrial Revolution is reshaping education through new tools, and through new cognitive, relational and affective conditions. Artificial intelligence now selects content, suggests pathways, generates responses, personalises learning and influences the relationship between learners, knowledge and educational environments. This paper examines this transformation, asking what AI can do, and how it changes the ways in which people feel, learn, participate and recognise themselves in digital spaces. For many years, educational reflection on digital technologies focused mainly on Digital Literacy, understood as the ability to access, evaluate, produce and share information in technologically mediated contexts (Rivoltella, 2008). This is no longer enough. AI systems do not only organise information; they also affect motivation, trust, belonging, autonomy, dependence, responsibility and cooperation (Floridi, 2022). For this reason, the contribute argues for a shift from Digital Literacy to Digital Affective Literacy: a broader competence that includes the emotional, ethical and intersubjective dimensions of mediated educational experience (UNESCO, 2023). Chapter in: Francesco Peluso Cassese (ed.), Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution, REN Press – Cares srl, 2026, pp. 198-200. ISBN 979-12-82860-00-0. Volume DOI: 10.5281/zenodo.23211262. Section: Hybrid and "Emotionally Aware" Learning Environments.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7224890664