Fostering students’ ability to envision possible futures with AI & Robotics: a teacher training course on Anticipatory Thinking for secondary schools

This paper reports on the initial findings of an experimental study conducted with upper secondary school teachers to design classroom activities that can stimulate students’ prospective view and critical thinking on possible futures with Artificial Intelligence and Robotics, so that learners can deal with digital innovation more effectively and play an active role in the AI era. Initial findings emerged from gathering participants’ views and perceptions on their previous knowledge of the course topics, unveiled a significant lack of understanding regarding conceptual aspects of AI and Robotics and a near-complete unfamiliarity with the concept of futures literacy. Furthermore, participants explicitly linked their interest and motivation for the course to the importance of equipping students with the necessary tools to critically and prospectively reflect on the transformative impacts that AI will exert on their future endeavors.