Teachers’ and Preschool Educators’ Professional Identity in the Context of Artificial Intelligence and Inclusive Education
DOI:
https://doi.org/10.18690/6546Keywords:
artificial intelligence in education, inclusive education, professional identity, professional autonomy, reflective practice.Abstract
This study explores how preschool educators and primary school teachers interpret professional identity in relation to artificial intelligence (AI) in inclusive education. Semi-structured interviews with nine education professionals were analysed using reflexive thematic analysis. Findings indicate an ambivalent relationship with AI: participants recognize its usefulness for planning, adaptation, and individualization, while emphasizing the irreplaceability of relational, ethical, and reflective dimensions of professional practice. AI is interpreted primarily as a support tool rather than as a substitute for professional judgement. The study highlights professional autonomy and reflective practice as central dimensions of professional identity in inclusive education.
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Copyright (c) 2026 Antonia Ćurić
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