Teachers’ Artificial Intelligence Literacy in Superdiverse Adult Education

Abstract

With the spread of Artificial Intelligence (AI) and its impacts in all professional fields and everyday life, most people find themselves without any expertise in AI. Yet, they are expected in a society permeated by AI. This article explores the definitions of AI literacy, competencies, and capabilities from the perspective of teachers of adult learners with migratory backgrounds, who must match the educational challenges deriving from the postdigital and superdiverse features of contemporary lifelong learning. Finally, the article outlines a research project to study teachers’ professional development in AI literacy in the authentic context of the Italian Provincial Centers for Adult Education (CPIA).