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Communication Papers of the 21st Conference on Computer Science and Intelligence Systems (FedCSIS)

Annals of Computer Science and Information Systems, Volume 49

INCLUDE-AI and G.I.U.L.I.A.: A Multi-Level European and Territorial Framework for Inclusive, Trustworthy, and Gender-Aware Artificial Intelligence in Education

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DOI: http://dx.doi.org/10.15439/2026F8742

Citation: Matteo Ciaschi,

Full text

Abstract. Intelligence (AI) is increasingly having a strong impact on education, spanning personalization, automation, and data-driven decision-making. Although promising and disruptive, its implementation also entails structural risks, including algorithmic bias, unequal access to digital resources, and a lack of governance frameworks. OECD (2023) reports that over 60\% of schools in high-income countries use AI driven educational tools, while a UNESCO (2023) survey of 450 institutions identifies the absence of national regulations as a primary reason for the lack of institutional guidance. This results in uneven and fragmented adoption of AI tools and policies. This paper provides a dual contribution. First, it introduces INCLUDE-AI (INCLUsive Artificial Intelligence for Democratic and Accessible Education), a Europe-oriented multi-level governance framework designed to operationalize inclusive and trustworthy AI across educational systems. Second, it presents G.I.U.L.I.A. (Gender-Inclusive Use of Learning Intelligence \& AI), a territorial implementation model developed in the Bologna educational ecosystem as a context-sensitive extension of the broader framework. The study adopts a cross-national and participatory design perspective involving Italy and Austria, combining ethnographic observation with applied socio-technical analysis. To demonstrate how European-level strategies can be translated into localized, gender-aware educational practices, the paper proposes a socio-technical architecture, a governance taxonomy, and a set of measurable indicators.

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