Hybridizing knowledge, technologies, and relationships: OWG and inclusive co-design in the age of Artificial In-telligence

Abstract

This contribution aims to explore educational co-design as an essential methodology for building life plans for students with disabilities and, more generally, for creating inclusive school environments. It aims to highlight the importance of training the members of the Operational Working Group for Inclusion (OWG), which must take an active role in shared planning, acting as a reflective and generative device for inclusive processes. With a view to hybridization between different disciplinary areas, the intervention focuses on the dialogue between special pedagogy and the sciences of education and training on the one hand, and technologies on the other, to promote educational alliances involving families, school professionals, and members of local communities. Educational technologies and artificial intelligence, when critically integrated into co-design processes, can foster active participation and cooperation among OWG members, fostering shared educational responsibility. The use of digital tools (such as Google Workspace and Padlet), augmentative and alternative communication platforms (e.g., Mind Express and Symwriter), and educational artificial intelligence systems (such as adaptive tutors or chatbots) helps to renew educational relationships and develop transmedia skills within the OWG. This calls for reflection on how the OWG can be reorganized as a generative space of collective responsibility, moving beyond the concept of simple bureaucratic compliance. In this context, digital technologies and artificial intelligence can become an integral part of a knowledge ecology capable of navigating complexity and supporting a democratic and authentically inclusive school.