Designing an artificial intelligence curriculum for primary schooling

Artificial intelligence is affecting every aspect of our life (Lee et al., 2022) and especially those of children, who are developing relationships with technology more complex and different from those who came before them. If AI is integrated into education, it can be full of pitfalls and addresses ethical challenges. Moreover, relationships with AI will be crucial in a future where students, as active citizens, will have a pivotal role in defining AI effects and implications. Thus, it is important to educate both teachers and students in the use of AI, making them aware of its risks and potentialities, as well as of the controversial effects of Human–AI complementarity. Starting from a review of the most relevant studies on this topic, the aim of this contribution is to define a framework inspiring the design of curricula, the adoption of suitable teaching and learning approaches and the development of the necessary skills, attitudes, and mindsets for children to thrive with artificial intelligence; nurturing dispositions such as knowledge- rich creativity, problematization and critical thinking and judging. Throughout the definition of this framework, we advocate for the adoption of more pedagogically founded principles for the design of curricula and the promotion of teaching and learning activities dealing with AI, as opposed to the proliferation of curricula with a technocentric vision.