Generative Artificial Intelligence and Educational divide: a critical reflection

Generative artificial intelligence (GenAI) services are quickly reshaping the epistemic and educational environment of young learners. They certainly offer remarkable opportunities for creativity, comprehension and personalised support, but they also risk deepening existing inequalities and producing new forms of digital divide. Drawing on Edgar Morin’s and Mauro Ceruti’s theories of complexity, Ruud van Dijk’s analysis of digital inequalities, and Byung-Chul Han’s critique of contemporary digital culture, this paper develops a reflection on the emergence of an “AI-divide” and its significant repercussions for education. Referring to recent empirical studies and international policy frameworks, this contribution advocates forms of AI integration based on ethical, inclusive and reflective principles, with the aim of preventing new forms of educational poverty