Teacher technophobia toward Generative AI: evidence from an Italian survey

The introduction of Generative Artificial Intelligence (GAI) into contemporary educational contexts reactivates dynamics of acceptance and resistance already documented in the literature in relation to previous technological transitions in schools. The encounter between digital innovation and teaching practices once again represents a source of tension between enthusiasm for its transformative potential and persistent fears among teaching staff, as observed in the past with the introduction of technologies such as e-learning, interactive whiteboards, and digital platforms. This study examines teachers’ perceptions, beliefs, and resistance to GAI, with specific attention to cultural, emotional, and psycho-pedagogical dimensions and to assessment-related concerns. A national survey on AI in teaching was administered between January and June 2025 to 898 Italian teachers in preservice training from different subject areas, using a 29-item questionnaire combining multiple-choice items, Likert scales, and open-ended questions to explore attitudes, fears, and representations related to the introduction of GAI in teaching. Quantitative data were analyzed using descriptive and inferential statistics, while open-ended responses were examined through exploratory-descriptive thematic analysis. Findings show a mixed pattern characterized by interest in generative tools alongside recurring fears, as well as a substantial proportion of non-response that should be interpreted with caution, as it may reflect uncertainty or difficulty in taking a clear position on the issue. Inferential analyses further showed that fear-related responses varied significantly by disciplinary area and by self-reported familiarity with AI. From a psychosociological perspective, the emerging resistance does not appear to be solely attributable to a defensive stance toward innovation, but rather to a broader transformation of educational practices and the criteria through which knowledge is legitimized, shaped by accelerated learning rhythms, pressure for efficiency, and growing opacity of AI-mediated cognitive processes. A particularly critical issue concerns assessment: the use of GAI may make it harder to trace outcomes back to individual learning trajectories, weakening the link between product and process and, consequently, the formative function of evaluation.