Opening the black box of writing instruction in times of change: insights from Italian secondary school teachers

This study explores the writing teaching practises of secondary school teachers in Turin, Italy, in the midst of challenges such as generative AI and post-pandemic changes in education. Semi-structured interviews with 20 teachers reveal a reliance on traditional methods, limited focus on revision and concerns about the impact of digital writing. Teachers report low self-efficacy and emphasise the need for practical, targeted training that integrates traditional and digital writing approaches. The findings point to systemic challenges, including student motivation and the burden of assessment, and call for tailored professional development to empower teachers to teach writing in a rapidly changing world.