Generative Artificial Intelligence and Inclusive Codesign: A Study on Cognitive and Metacognitive Scaffolding in the Training of Special Education Teachers

Abstract

Generative Artificial Intelligence (GAI) is progressively reshaping education, opening up new scenarios for instructional and training innovation. Among its most promising applications, conversational tools such as ChatGPT show significant potential in supporting interdisciplinary instructional co-design, functioning as cognitive and metacognitive scaffolding for pre-service teachers. To bridge the gap between theory and practice in GAI-related training, an educational study was conducted involving 217 students enrolled in the Specialization Course for Teaching Support (9th Cycle, A.Y. 2023–2024, University of [1]). The theoretical framework is grounded in socio-cultural constructivism, with reference to the Zone of Proximal Development (Vygotsky, 1978), the concept of scaffolding (Wood, Bruner & Ross, 1976), and the TPACK framework (Mishra & Koehler, 2006). A mixed methods approach was adopted, integrating quantitative and qualitative data collection and analysis (questionnaires, interviews, focus groups, and instructional artifacts developed with GAI support). Quantitative results indicate an increase in perceived self-efficacy regarding the use of digital technologies; qualitative findings highlight GAI’s contribution to collaborative design and the development of inclusive teaching practices within interdisciplinary learning units. The discussion emphasizes the formative potential of GAI, as well as its criticalities, stressing the importance of a conscious, ethical, and methodologically sound use. The results, consistent with recent studies (Nyaaba et al., 2024; Frøsig & Romero, 2024), offer valuable insights for integrating GAI into the TFA curriculum, helping to address a gap in empirical literature on inclusive instructional design supported by artificial intelligence.