The summer programme at the Ferdinando Russo Comprehensive School in Pianura
How can artificial intelligence be introduced into schools in a considered manner, linking it to teaching activities and environmental exploration? This is the challenge taken up by the Ferdinando Russo Comprehensive School in Pianura (Naples), a key educational hub for the digital transition and the use of artificial intelligence within the framework of the PNRR funding provided for by Ministerial Decree 219/2025.
To support teachers in designing practical activities, the school has chosen to work with the Fondazione Mondo Digitale ETS, an organisation accredited by the Ministry of Education and Merit (MIM), through a programme dedicated to the intersection of artificial intelligence and outdoor education.
The programme, entitled “Artificial Intelligence and Outdoor Education: the Outlife approach”, combined sessions of in-depth study, experimentation and planning. The programme involved around 100 teachers, divided into eight working groups, to enable a more targeted and participatory workshop experience. The activities took place over a total of four workshop days: 3 and 4 September for some groups and 8 and 9 September for the others. Each group undertook a 20-hour training programme, spread over two days of 10 hours each.
The first day was devoted to understanding how large language models (LLMs) work and the main issues related to the use of AI: bias, hallucinations, the reliability of generated content and regulatory frameworks, ranging from the AI Act and the GDPR to the MIM Guidelines No. 166/2025.
Part of the programme focused on what is known as ‘AI graphology’, an exercise designed to teach participants how to critically examine texts and images and question their origin, distinguishing between real and synthetic content. The session also provided an opportunity to discuss the limitations and potential of AI detection tools, emphasising the importance of not relying on a single tool to assess the authenticity of content.
The second day shifted the focus to design. Teachers experimented with interactive notebooks and worked on creating prompts and teaching materials without the need for advanced programming skills.
The aim was to use AI not as an end in itself, but as a tool for observing, collecting and interpreting information, including during outdoor activities. This led to the design of ‘Outlife’ experiences centred on exploring the environment, collecting data and subsequently analysing and processing it.
Another key element was the exchange of ideas amongst participants: the activities were also designed to be shared with colleagues and adapted to the school context, based on a spirit of collaboration and peer learning.
What the teachers took away from the course
For Gianni Palmers, a support teacher, the course helped, first and foremost, to put into perspective a perception of AI that was largely characterised by mistrust. The training enabled him to gain a better understanding of its potential and limitations and to reflect on the conditions necessary for its use in teaching. According to Palmers, AI can also become a useful tool for bringing schools closer to the younger generation, provided it is used with awareness and discernment.
Rosaria Trassari, an English teacher and the headteacher’s deputy, also emphasises the value of combining in-depth regulatory analysis with experimentation. During the training, she was able to address both the regulatory and accountability aspects of AI use, as well as its potential educational applications.
For Valerio Alfano, a trainer and educational tutor, the programme provided an opportunity to experiment with various generative and creative AI tools, whilst consistently maintaining a focus on methodologies and the ethical implications of their use.
From training to classroom materials
One of the most significant aspects of the programme was the transition from experimentation to the production of materials that could be used immediately in the classroom.
These include several playful, interactive modules created using Genially, such as the digital board game ‘Emotions Behind the Wheel’ and the escape game ‘Human Intelligence: The Bio-reactor of Harmony Island’. These varied activities share the common aim of working with pupils on cross-curricular skills such as emotional awareness, collaboration, respect amongst peers and the ability to tackle situations and problems.
