From End-Users to Co-Designers: Lessons from Teachers

This study presents a teacher-centred evaluation of an AI-powered reading comprehension tool, developed to support learners with language-based difficulties for English and Italian. Drawing on the Social Acceptance of Technology (SAT) framework, we investigate technical usability and the pedagogical, ethical, and contextual dimensions of AI integration in classrooms. We explore how teachers perceive the platform’s alignment with inclusive pedagogies, instructional workflows, and professional values through a mixed-methods approach, including questionnaires and focus groups with educators. Findings revealed a shift from initial curiosity to critical, practice-informed reflection, with trust, transparency, and adaptability emerging as central concerns. The study contributes a replicable evaluation framework and highlights the importance of engaging teachers as co-designers in developing educational technologies