The findings of “Make the Most of the Internet” reveal a school that uses technology and artificial intelligence to foster critical thinking, collaboration, inclusion and responsibility
More than 16,800 pupils were reached through activities carried out in schools, nearly 900 questionnaires were completed by teachers, and there was an average rating of around 8 out of 10 for the likelihood of recommending the programme to a colleague. The figures illustrate the scale of Vivi Internet, al meglio, but it is above all the experiences gathered in the classrooms that reveal its most significant impact.
The project did not merely focus on imparting digital knowledge and skills. It offered pupils and teachers a space to reflect together on their relationship with technology, recognise the risks of the internet, verify information and experiment with a more informed use of artificial intelligence. The collaborative activities encouraged the exchange of viewpoints, valued different skills and created new opportunities for participation, including for pupils with special educational needs and specific learning difficulties.
The feedback gathered thus reveals a broader conception of digital education: not merely learning to use tools and platforms, but acquiring the ability to choose, evaluate, collaborate and take responsibility for one’s own actions. These are essential skills for navigating digital environments with awareness and participating fully in community life.
Teaching that prioritises collaboration
Among the elements that stand out most strongly is the value of participatory methodologies. Over 70 per cent of teachers chose to work with cooperative learning, transforming lessons into opportunities for discussion, experimentation and the shared construction of knowledge. Group work enabled pupils to draw on different skills, compare perspectives and tackle complex problems without limiting themselves to simply finding the correct answer. In this way, technology has become a tool for dialogue, discussion and joint decision-making, rather than merely a practical aid.
Artificial intelligence as a driver of inclusion
One of the most significant aspects concerns the impact on pupils with Special Educational Needs (SEN) or Specific Learning Difficulties (SLD). Many teachers report that AI tools have acted as a facilitator, highlighting skills that are often overlooked in traditional school settings. As one teacher explains: “Pupils with special educational needs or those who struggle with handwriting have found AI to be a powerful aid. A pupil who is usually very quiet has become the ‘technical leader’ of his group thanks to his natural aptitude for technology’.” Experiences such as this demonstrate how technological innovation can help redefine roles within the classroom, offering new opportunities for participation and recognition. Pupils who normally struggle to stand out in more traditional activities have been able to take on responsibilities, guide their classmates’ work and boost their self-esteem.
Dispelling the ‘digital natives’ myth
The comments gathered also challenge one of the most widespread stereotypes: the idea that younger generations, precisely because they have grown up surrounded by technology, automatically possess the skills needed to use it responsibly. Many teachers describe how students initially approached the activities convinced they already knew how the digital environment worked, only to subsequently discover the complexity of issues such as online safety, disinformation and verifying sources. One teacher effectively sums up this experience: “A significant challenge was getting those who tend to underestimate the risks to understand the importance of online safety.
There was a certain generational mistrust stemming from the belief that Generation X had nothing to teach a digital native.” The programme thus helped to dismantle entrenched beliefs, such as the idea that content is reliable simply because it is shared by someone they know, encouraging students to slow down, verify and develop a more critical eye towards the information they encounter online.
From enthusiasm for AI to the responsibility of critical thinking
Artificial intelligence has sparked curiosity and engagement, but this very enthusiasm has presented a new educational challenge. Many teachers have observed a natural tendency among students to rely entirely on generative tools, accepting their answers without questioning them. For this reason, a fundamental part of the work in the classroom has been to help pupils understand the limitations, risks and potential of AI. As one of the questionnaires highlights: “The main challenge was managing the enthusiasm: initially, the pupils tended to delegate everything to the machine without reading critically. It was necessary to guide them to understand that AI can hallucinate or generate incorrect information.” The aim was not to discourage the use of artificial intelligence, but to promote its informed use, based on the ability to verify, interpret and take responsibility for one’s own decisions.
An impact that goes beyond digital skills
The data collected shows that “Vivi Internet, al meglio” has helped to build something more than just a digital literacy programme. Through collaborative activities, innovative tools and constant reflection on the relationship between people and technology, the project has helped thousands of students develop key cross-curricular skills essential for modern citizenship: critical thinking, collaboration, inclusion, responsibility and the ability to navigate an increasingly complex digital ecosystem.
