Mapping Teachers’ Uses of Generative AI: A Regional Descriptive Survey for Designing Inclusive Professional Development1

Generative artificial intelligence (GenAI) is increasingly entering teachers’ professional practices, requiring pedagogical interpretation, critical evaluation, and inclusive instructional design. This paper presents the initial survey phase of the PEPPE-AI project, conceived as a needs-analysis step for designing situated professional development and school-based experimentation within the framework of UD principles. An online regional survey was administered to 978 teachers working across school levels in Sardinia. The 30-item questionnaire examined six dimensions of GenAI use: teacher management, creation of teaching materials, student assessment, student empowerment, attention to diversity, and student motivation. Descriptive findings show that teachers mainly use GenAI to prepare, adapt, and enrich teaching materials, while assessment, inclusive evaluation, and systematic student-centred uses remain less consolidated. The observed patterns suggest training priorities related to output reliability, curriculum alignment, inclusive adaptation, ethical classroom use, and students’ critical AI literacy. The study provides an empirical basis for designing targeted, inclusion-oriented professional development actions within the PEPPE-AI pathway.