Teacher Assogna’s experience with the Pathway Companion platform
Innovation, on its own, is not enough. It must be understood, managed and turned into a conscious tool. Especially in schools. It is from this professional perspective that the experience of Rossana Assogna, a Technology teacher at the P.M. Corradini comprehensive school in Rome, begins. She chose to trial Pathway Companion, the platform for inclusive learning developed by the Fondazione Mondo Digitale with the support of Google.org.
A project designed to support students aged between 8 and 16 with special educational needs, transforming artificial intelligence into an intelligent tutor capable of adapting to their needs, rather than standardising them.
Teaching in the age of technological acceleration
Since 2007, schools have changed profoundly. This is illustrated by the experience of Ms Assogna, who has witnessed nearly two decades of digital transformation. “It is a technology that must be managed and utilised. Since 2007, the way we teach has changed completely, and the use of artificial intelligence is certainly applicable, particularly for pupils with SEN.” In her gaze there is neither naive enthusiasm nor resistance: there is responsibility. Because today the role of the teacher is not merely to convey content, but to educate pupils in the critical use of tools. “Children often use AI independently; they don’t always manage it.” And this is precisely where the school becomes an educational bastion.
Making it accessible to make it possible
During the trial of Pathway Companion, the teacher’s focus centred on a fundamental aspect: accessibility. It is not just a matter of simplifying, but of making the content truly usable for those who struggle with reading and comprehension. From choosing more legible fonts to reformulating quizzes, right through to the ability to focus attention on core themes, the platform proved to be a tool capable of lightening the cognitive load without compromising learning. In this context, AI does not replace instructional design: it supports it. And it makes it more agile, more personalised, and closer to real needs.
Innovating within constraints: the organisational challenge
Professor Assogna’s experience also highlights a crucial issue for many Italian schools: the integration of innovation into institutional processes. Alongside the interest and willingness of a group of teachers ready to experiment, there are issues such as privacy management and the adaptation of school regulations. These are not ideological obstacles, but necessary steps to ensure responsible and structured adoption. It is a key step: innovation cannot remain a one-off event. It must become systemic. Pathway Companion was created precisely with this ambition: to combine technology with solid clinical and pedagogical foundations, thanks also to the scientific collaboration of the Don Gnocchi Foundation and the technical contribution of Roma Tre University and ITLogiX.
But the real difference is made by the teachers who choose to experiment, to put themselves on the line, to accompany change with a critical spirit and openness. Rossana Assogna’s experience demonstrates this: artificial intelligence is not a magic solution, but it can become a powerful ally when embedded within a clear educational vision, oriented towards equity and personalisation.
