|  | Vol-4114 urn:nbn:de:0074-4114-x Copyright © 2025 for the individual papers by the papers' authors. Copyright © 2025 for the volume as a collection by its editors. This volume and its papers are published under the Creative Commons License Attribution 4.0 International (CC BY 4.0).

# edu4AI 2025
Proceedings of the 2nd International Workshop on Education for Artificial Intelligence

### Proceedings of the 2nd International Workshop on Education for Artificial Intelligence
co-located with ECAI 2025, the 28th European Conference on Artificial Intelligence (ECAI 2025)

### Bologna, Italy, October 26, 2025.

Edited by

### Elisa Marengo *
Manuel Striani **
Michela Ponticorvo ***

* Dipartimento di Informatica, Università degli Studi di Torino, Torino, Italy
** Dipartimento di Scienze ed Innovazione Tecnologica - DiSIT, Università del Piemonte Orientale, Alessandria, Italy
*** Dipartimento di Studi Umanistici, Università degli Studi di Napoli "Federico II", Napoli, Italy

## Table of Contents

- Preface
  Summary: There were 26 papers submitted for peer-review to this workshop. Out of these, 17 were accepted: 8 as full papers, 9 as short papers.

### Session S1: AI Ethics and Education

- Benchmarking Education on the Ethical Aspects of Artificial Intelligence: Integrating Empathy into AI Ethics Training 1–6
  Enrico Barbierato, Alice Gatti, Marco Gribaudo
- Educating for Adaptive AI Awareness: Enabling Users to Recognize and Resist Algorithmic Influence 7–12
  Alexandru Mateescu
- Reflexive Uncertainty AI for Qualitative Data Analysis 13–23
  António Pedro Costa, Pedro Bem‑Haja
- Models of Agency in AI Ethics Education 24–36
  Marco Peris, Teresa Scantamburlo

### Session S2: AI Literacy and Education

- Dialogic AI Scaffolding: A Proof-of-Concept Protocol to Foster Critical Thinking and Metacognition 37–43
  Marta Valentini, Alberto Montresor
- Learning AI with Music: A Sound‑based Dissemination Activity for High School Students 44–49
  Guido Vallarino, Giorgio Delzanno, Matteo Moro, Giovanna Guerrini, Lorenzo Luciano Morelato
- Enhance Student Well‑being and Digital Literacy with Machine Learning and Spatial Analysis 50–60
  Fabrizio Benelli, Erdet Këlliçi, Franco Maciariello, Claudio Salvadori, Vittorio Stile
- Age‑Friendly AI: Ireland’s National AI Literacy Programme for Older Adults [Best Long Paper Award] 61–70
  Paula Kelly, Emma Clarke, Elizabeth Darnell, Patricia Lucha Farina, Damon Berry, Mayank Parmar, Laura Grehan, Cara Greene, Fatima Badmos, Peterson Jean, Dympna O’Sullivan

### Session S3: Empowering Educators: AI Literacy in Schools & Teacher Development

- On the Role of Information Retrieval When Teaching Artificial Intelligence: The What, the Why, and the How 71–77
  Gianluca Demartini, Stefano Mizzaro, Kevin Roitero, Damiano Spina
- Unplugged vs. Plugged Classification Activities in Lower Secondary AI Education 78–83
  Stephan Keller
- Empowering Teachers to Bring AI into STEM Education 84–91
  Laura Cesaro, Emanuele Menegatti
- Empowering Teachers with AI Literacy: The Italian Case 92–101
  Erica Perseghin, Gian Luca Foresti
- Empowering Primary School Teachers with AI Literacy: The Role of Communities of Practice 102–111
  Riccardo Treglia, Silvia Benevenuta

### Session S4: Trust & Inclusive AI Literacy Across Society

- TeenTrust‑AI: A Structured Educational Framework for Empowering Teenagers to Evaluate Trustworthiness of AI 112–121
  Sandra Mitrović, Manuel Striani, Francesco Flammini
- Investigating Bias: A Multilingual Pipeline for Generating, Solving, and Evaluating Math Problems with LLMs [Best Short Paper Award] 122–128
  Mariam Mahran, Katharina Simbeck
- Teaching Gender Knowledge and Ethics in AI to STEM Students 129–134
  Silvana Badaloni, Carlo Ferrari, Antonio Rodà
- A Framework for Building a Secure, Resilient and AI‑based Digital Future for SMEs 135–140
  Angel Jimenez‑Aranda, Tarek Gaber, Yun Chen, Mirage Islam

2025-12-01: submitted by Manuel Striani metadata incl. bibliographic data published under Creative Commons CC0
2025-12-01: published on CEUR Workshop Proceedings (CEUR-WS.org, ISSN 1613-0073) |valid HTML5|