Emmanouil D. Milakis, Constantina Corazon Argyrakou, Agariadne Dwinggo Samala
This qualitative study explores how primary and secondary educators perceive the integration of Artificial Intelligence (AI) in gifted STEAM education within mixed-ability classrooms. This study examines how AI is framed as a pedagogical tool for creativity, differentiation, and inclusion. Educators recognized AI’s potential to inspire imaginative engagement and support individualized learning but voiced concerns about student dependency, weakened collaboration, and reduced critical inquiry. Findings reveal ambivalence: AI is seen both as a creative ally and a pedagogical risk. Meaningful integration depends less on technology itself and more on socio-pedagogical frameworks, teacher expertise, curricular fit, and ethical awareness. The study calls for reflective, critically literate approaches to AI in gifted education, challenging techno-optimistic narratives and emphasizing the relational dimensions of teaching and learning. Copyright © 2026, IGI Global Scientific Publishing. Copying or distributing in print or electronic forms without written permission of IGI Global Scientific Publishing is prohibited. Use of this chapter to train generative artificial intelligence (AI) technologies is expressly prohibited. The publisher reserves all rights to license its use for generative AI training and machine learning model development.
European University, Cyprus, Cyprus; Harokopio University of Athens, Greece; Universitas Negeri, Padang, Indonesia
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