人工智能在教育体系中的应用：国际洞察与意大利的政策考量

INTERNATIONAL INSIGHTS ANDPOLICY CONSIDERATIONS FORITALY OECD ARTIFICIALINTELLIGENCE PAPERSDecember 2025No. 52 OECD Artificial Intelligence Papers series AI adoption in the education system International insights and policy considerations for Italy Francesca Borgonovi, Francesca Bastagli, Maja Ochojska and GiovanniPiumatti This work is published under the responsibility of the Secretary-General of the OECD and Fondazione Agnelli. The opinionsexpressed and arguments employed herein do not necessarily reflect the official views of Fondazione Agnelli or of the Membercountriesof the OECD. The names and representation of countries and territories used in this joint publication follow the practice of the OECD. This document, as well as any data and map included herein are without prejudice to the status of or sovereignty over any territory,to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Cover image: © Kjpargeter/Shutterstock.com © OECD/ Fondazione Agnelli, 2025. Attribution4.0 International (CCBY4.0) This work is made available under the Creative Commons Attribution4.0 International licence. By using this work, you accept to be bound by the terms of this licence(https://creativecommons.org/licenses/by/4.0). Attribution–you must cite the work. Translations–you must cite the original work, identify changes to the original and add the following text:In the event of any discrepancy between the original work andthetranslation, only the text of original work should be considered valid. Adaptations–you must cite the original work and add the following text:This is an adaptation of an original work by the OECDandFondazione Agnelli. The opinions expressedand arguments employed in this adaptation should not be reported as representing the official views of the OECD or of its Member countriesor of Fondazione Agnelli. Third-party material–the licence does not apply to third-party material in the work. If using such material, you are responsible for obtaining permission from the third party andfor any claims of infringement. You must not use the OECD’sor Fondazione Agnelli’s respectivelogo, visual identity or cover image without express permission or suggest the OECDorFondazione Agnelliendorse your use of the work. Any dispute arising under this licence shall be settled by arbitration in accordance with the Permanent Court of Arbitration(PCA) Arbitration Rules2012. The seat of arbitrationshall be Paris (France). The number of arbitrators shall be one. Abstract This paper examines howartificial intelligence(AI)can be deliberatelydeployed to tackle persistent disparities in primary and secondary schoolsand to align curricula with changing skill demands.It focuses on threepriorities for Italy’s school system:preventing dropout and promotinglearning, reducing the maths gender gap, supporting students with animmigrant background. Drawing oninternational evidence, the paper reviewshowAIcan support theseobjectives,therisksthatmay arise,andpossiblemitigation strategies. It also considers how countries are integrating AIliteracy andreformingcurriculain response to shifting skill needs. The paperproposes key principles and a policy roadmap to guideAI adoption inschools.Recentinitiatives in OECD countries illustrate opportunities andrisks associated with AI adoption in schoolsand potential policy options forItaly. Acknowledgements Thispaper was prepared by Francesca Borgonovi(OECD Centre for Skills),Francesca Bastagli(Fondazione Agnelli), Maja Ochojska(OECD Centre for Skills)and Giovanni Piumatti(Fondazione Agnelli). The authors would like to thank Marco Paccagnella, Mario Piacentini and Barbara Romano for valuableinputs and Martino Bernardi, Celine Caira, Eunseo Choi, Stuart Elliott, Ricardo Espinoza, Andrea Gavosto,Marco Gioannini,Claudio Franchi,El Iza Mohamedou, Roberto Ricci, Lucia Russo, Helke Seitz, AbigailSageev, Samo Varsik for their insightful feedback on earlier drafts of this paper. They are especiallygrateful to the representatives from the Trade Union Advisory Committee (TUAC) to theOECD who tookpart in an ad hoc survey in March 2025. The authors also thank Jennifer Cannon for valuable logistical andpublication support. Table of contents Abstract3 Acknowledgements4 1 Introduction7 Technology adoption in schools8Opportunities and risks associated with the adoption of AI in education10Considerations related to the adoption AI in the Italian education system12 2 Use of AI to reduce early school leaving and support learning17 Early school leaving and learning fragility17Summary of evidence on key drivers of early school leaving18Scope for AI to reduce early school leaving19 3 Use of AI to reduce the gender gap in mathematics26 Gender disparities in mathematics performance26Summary of evidence on key drivers of girls’ underperformance in mathematics27Scope for AI to reduce the gender gap in mathematics28 4 Use of AI to support the int