From training to AI governance

Artificial intelligence is becoming part of school life every day, but the real challenge is not simply introducing new tools. It is to build a shared culture of innovation, capable of engaging headteachers, teachers, administrative staff, pupils and families. This is precisely what is happening at the Primo Levi Institute in Bollate, a school led by headteacher Elisabetta Boselli: a training programme, which involved the entire school community, subsequently led to the drafting of a Plan for the Adoption of Artificial Intelligence and a new set of school regulations. This initiative arose from the combination of experience gained through Experience AI and the skills developed as part of the Cybersecurity Seminars, the programme promoted by the Fondazione Mondo Digitale ETS and supported by Google.org.

The testimonies of Pietro Confalonieri, a teacher and digital facilitator at the school, and Cristiano Capozzi, a young lawyer trained through the Cybersecurity Seminars, illustrate how innovation takes shape when educational, technological and legal expertise work together. Rather than simply introducing artificial intelligence into the classroom, the aim is to support the school in establishing shared rules, responsibilities and practices, prioritising the quality of learning and the protection of individuals. The interviews are conducted by Alberta Testa.

GOVERNING AI IN SCHOOLS

From training all staff to drafting school regulations, Professor Pietro Confalonieri explains how the Primo Levi Institute in Bollate is integrating artificial intelligence into teaching and school life.

How can the introduction of artificial intelligence into schools be managed in a mindful, safe and consistent manner with the educational mission? At the Primo Levi Institute in Bollate, the answer lies in widespread training, educational experimentation and the development of shared rules. Among the key figures in this process is Pietro Confalonieri, a religious studies teacher, digital facilitator and lifelong enthusiast of educational innovation. We spoke to him about the experience he has gained through Experience AI (the Raspberry Pi Foundation and Google DeepMind programme promoted in Italy by the Fondazione Mondo Digitale ETS), the use of AI in the humanities, and the work carried out by the school to equip itself with tools and guidelines capable of supporting pupils and teachers through this transformation. For Pietro Confalonieri, this is not a recent interest. Back in 2024, we had already reported on his experience as part of the Ital.IA Lab project, when he and his students explored the opportunities and ethical implications of artificial intelligence through innovative teaching activities. This journey has become increasingly established over the years and has now helped to steer the entire school towards a broader reflection on the informed adoption of AI.

Could you briefly introduce yourself and tell us about your career at the school?

I am a teacher of religious education with a background in philosophy and theology, having studied at the Pontifical Gregorian University and the Pontifical Augustinianum Patristic Institute in Rome. I arrived in Milan in 1990 and began teaching, almost on a whim, at the Primo Levi Institute in Bollate, where I have remained to this day.

Right from the start, I developed a passion for the application of IT to teaching, taking part in the first ministerial working groups dedicated to this field and subsequently taking on the role of the school’s digital coordinator.

How have you experienced technological developments, right up to the advent of artificial intelligence?

For me, it’s been a natural progression. I started teaching by bringing the very first laptops into the classroom – machines that would make people smile today given their size and performance. At 62, however, I continue to embrace the challenges that the school presents, and artificial intelligence has become part of this evolution as a tool to be understood and experimented with.

Your school has participated extensively in the Experience AI programme. How did it go?

Our involvement was very significant. We involved around 140 teachers and 12 administrative and support staff – practically the entire school community. For those, like me, who have been working with digital technology for years, some of the content was already familiar, but we felt it was important to build a common foundation of skills for everyone. It was a strategic investment for the school and a concrete response to the demands for professional development that also stem from the regulatory framework.

How has artificial intelligence changed your approach in the classroom?

It has broadened the scope of teaching possibilities and helped me achieve certain educational objectives through new methods. In particular, it allows us to support students who have good potential but who, for various reasons, may face greater difficulties in their school career. This year, for example, we undertook a project on the formation of the New Testament texts, which I consider to have been particularly successful.

Could you tell us about this experience?

We explored the process of the formation of the Gospels in depth, focusing primarily on the Gospel of John. The students analysed texts, sources and meanings, before creating short videos to explore the topics further. This gave rise to an interdisciplinary programme that linked religion to the themes covered in the third-year sixth-form ancient philosophy syllabus, fostering a broader and more contextualised understanding of the topics.

What tools do you usually use?

Of the tools I’ve tried, Claude strikes me as particularly effective. At school level, however, we’re moving towards the Google and Microsoft ecosystems, using Gemini, Copilot and NotebookLM. The latter offers some very interesting opportunities because it allows us to build personalised learning environments based on materials selected by teachers, such as notes, handouts and textbooks.

Staying within the field of theology, what do you think of Pope Leo XIV’s encyclical ‘Magnifica Humanitas’ on AI?

It surprised and enlightened me. I find that it sets the tone of a Church that is very attentive to social and labour-related changes. As was the case with Leo XIII’s *Rerum Novarum*, this encyclical emphasises that AI is not merely a technical matter, but touches people deeply, requiring an assumption of responsibility and a strong focus on moral values.

How do you manage the relationship between students and AI within the school?

The pupils already use these tools spontaneously and on a daily basis. Our task is not to oppose a reality that already exists, but to teach them how to use it correctly. That is why we have chosen not to adopt a prohibitive approach. The aim is to promote responsibility, critical thinking and awareness. In class, we work within secure environments provided by Google and Microsoft, whilst the ban on the use of mobile phones remains in force.

Your school has also collaborated with the Cybersecurity Seminars project. What contribution did Cristiano Capozzi make?

Cristiano has been an invaluable point of reference for our work. Thanks to his expertise and willingness to help, we have been able to tackle complex issues thoroughly and produce original documents that are genuinely useful for the school.

What results have you achieved?

We have drawn up an Annual Plan for the adoption of artificial intelligence and a new set of school regulations dedicated to these issues. Ongoing consultation with Cristiano and our Data Protection Officer has enabled us to produce robust and well-structured documents, which were approved by the governing bodies without the need for substantial amendments. Following final approval by the School Council, they will be published on the school’s website and made available to the school community.

The experience of the Primo Levi School in Bollate demonstrates how artificial intelligence can become an educational opportunity when accompanied by training, governance and critical reflection. From the initial trials carried out with Ital.IA Lab in 2024 to the involvement of over 150 members of the school community in Experience AI in 2026, the school’s journey demonstrates how the adoption of AI requires continuity, ongoing development and a shared vision amongst teachers, school leaders and school staff. Rather than simply introducing new tools, it is a matter of building a culture of innovation that places people, responsibility and the quality of learning at the centre.

Establishing guidelines for AI in schools. With experts from Cybersecurity Seminars

Cristiano Capozzi explains how his experience with Cybersecurity Seminars led him to support the Primo Levi School in Bollate in drawing up its Artificial Intelligence Plan and new School Regulations.

Artificial intelligence is becoming an increasingly common feature in classrooms, but for its use to be truly effective, skills, awareness and shared rules are needed. It is this need that underpins the work carried out by Cristiano Capozzi at the Primo Levi Institute in Bollate. Thanks to the training programme offered by the Cybersecurity Seminars – a programme promoted by the Fondazione Mondo Digitale ETS and supported by Google.org – Cristiano had the opportunity to put his skills to use at the school, helping to draft the documents that will guide the adoption of artificial intelligence within the school.

Could you introduce yourself and tell us about your academic and professional background?

My name is Cristiano Capozzi; I was born in 1996 and graduated with a degree in Law from the University of Milan. I am currently studying for a Master’s degree in Cybersecurity and Critical Infrastructure Protection at the University of Genoa, a highly interdisciplinary programme that allows me to engage daily with professionals, particularly from the fields of engineering and technology. Alongside my studies, I have always worked, gaining experience both in the healthcare sector – where I dealt with procurement management – and in the notarial section of the Court of Milan.

Where does your interest in cybersecurity come from?

Actually, it dates back to well before my law studies. I’ve always been passionate about IT and attended a technical college specialising in computer science. I subsequently chose to study Law, but without abandoning that interest. In fact, I tried to combine these two areas by dedicating my final-year dissertation to the NIS 2 Directive and the legal implications of cybersecurity. I believe that in the coming years, cybersecurity will increasingly become a matter of safeguarding people’s rights as well as protecting infrastructure.

What prompted you to take part in the Cybersecurity Seminars?

When I came across the call for applications, I realised straight away that it could be a significant opportunity. The chance to explore these topics in depth through a structured programme developed in collaboration with Google convinced me to apply. Above all, the experience helped me develop a greater awareness of how to use emerging technologies and artificial intelligence systems. Today, I believe it is essential to understand not only their potential, but also their limitations and risks.

What was the final hackathon like?

Very intense and stimulating. The group was made up of people with very different skills, and time was limited. At first, it wasn’t easy to coordinate the work, but it was precisely this complexity that made the experience particularly educational. I was mainly responsible for putting together the project proposal and the final presentation. I usually prefer to work behind the scenes, but on that occasion I had to step up and take on a public communication role as well. It was a challenge that allowed me to step out of my comfort zone and which culminated in our team coming second.

How did the collaboration with the Primo Levi Institute in Bollate come about?

The practical component of the training programme led me to collaborate with the school at a particularly crucial stage. The school was in the process of drawing up its own guidelines for the adoption of artificial intelligence and needed to prepare documents that complied with regulatory requirements and met the specified deadlines. Thanks to ongoing discussions with Professor Pietro Confalonieri and the school management, we launched an initiative that involved the entire educational community.

What specific activities did you work on?

The work focused mainly on drafting two documents: the School Plan for the Adoption of Artificial Intelligence and the new School Regulations governing the use of these tools. Before drafting the documents, we took the time to listen. We gathered the views of pupils, teachers and families through questionnaires and discussion sessions. At the same time, I examined the relevant regulatory framework in detail, including ministerial guidelines and the training requirements for school staff. The aim was to draw up rules that were not merely restrictive, but which would help the school to use AI responsibly and with full awareness.

Which outcome are you most satisfied with?

Definitely the quality of the final work. After drafting the documents, we consulted with the school’s Data Protection Officer, who approved the material without requesting any substantial changes. For me, that was a major source of satisfaction. It means that the research and in-depth analysis carried out during the project produced a concrete and useful result for a complex school environment.

From your point of view, what are the main challenges associated with artificial intelligence today?

The main challenge is learning to use these tools without delegating critical thinking to them. In the legal sector, we are already seeing cases where the superficial use of AI leads to significant errors, such as references to non-existent judgements generated by automated systems. More generally, artificial intelligence raises important questions about data protection, transparency and the security of digital infrastructure. This is why I consider the work Europe is carrying out through regulations such as NIS 2 and the DORA Regulation to be highly significant. I am thinking, for example, of the digitisation of currency and the digital euro: without a robust security framework and professionals dedicated to privacy, the risks to citizens would be extremely high.

What have you taken away from this experience?

It has given me the realisation that I have been able to apply my skills in a real-world context, contributing to a project with a tangible impact on school life. It was an experience that helped me further clarify my professional goals and understand just how important it is to build a dialogue between legal, technological and educational expertise. It is precisely from the convergence of these worlds that effective solutions to tackle the challenges of innovation can emerge.