Do ut des. Educational welfare actors at the challenge of AI

Abstract

This paper examines the risks and opportunities associated with the use of AI in educational welfare. Starting from the logic of do ut des and its seemingly reciprocal algorithmic exchange, the authors aim to identify the conditions under which AI can become a driver of socio-educational justice rather than a new source of inequality. The analysis focuses on the experience of the Govern-AI Eda Lab in Campania’s CPIAs, exploring how AI can be integrated into educational practices without compromising the human and relational dimensions of learning.