Educating artificial intelligence to enhance uniqueness

Creating a school that addresses the diverse needs of all students neces- sitates implementing inclusive practices that foster participation and en- hance the learning experience. The concept of inclusion now focuses not only students with disabilities but also how schools can meet various needs (Demeris, Childs, and Jordan, 2007). The principles of Dewey’s democratic school are aligned with this shift, which emphasizes the im- portance of social progress in the development of constructive learning (Spadafora, 2015). Recently, there has been a push to incorporate digital tools into educational practices (Parra González et al., 2019). The use of robots in education is increasing, with the goal of improving digital skills, computational thinking, and AI education to create inclusive processes for children and young people. Continuous improvement of teaching prac- tices is necessary to integrate the potential of AI into educational pro- cesses within this transformative logic. Based on these premises, the aim of this work is to extract specific information about AI education through the voices of key educational stakeholders.