Topic. In an age "afflicted" by uncertainty (Morin, 2003, 2016, 2020), it is necessary to prepare new generations to manage this condition of precariousness and the challenges it poses (Bauman, 1994) in a realistic, responsible and constructive way. Among the main challenges, the challenge of AI technologies raises the greatest number of uncertainties because it represents, on the one hand, one of the most advanced opportunities for human development and, on the other hand, one of the greatest risks of dehumanization of existence (Floridi, 2014). It is therefore necessary to train new generations at an early stage to critically and creatively manage AI technologies (Authors, 2023) through effective educational experiences, developed in partnership among schools, families and communities. Within the most innovative educational experiences that is taking its first steps in primary school is the immersive experience in virtual educational environments (Clarke, Dede and Dieterle, 2008; Di Natale et al., 2020; Finestrone, Limone and Peconio, 2023).

Research Question. In line with the issues raised by the special call of Network 14, the research question is: What can be learned by children in/from the immersive experience in educational environments of a virtual type, to enable them to create a community capable of critically and creatively managing AI technologies?

Objectives. The research objectives are:

- to explore the ways in which the immersive experience fosters in children;

- the knowledge to manage AI technologies in a critical and creative way;

- competency in judgement;

- to identify an effective educational model to train children in critically and creatively managing AI technologies through immersive experiences.

Theoretical Framework. At the European level, the school’s commitment in recent decades to train new generations to an adequate digital competence (Media Literacy, Data Literacy, Explainability) (Panciroli and Rivoltella, 2023) is relevant. However, as reported by the most recent scientific research (Spiranec, Kos and George 2019; D'Ignazio and Bhargava, 2015; De la Higuera, 2019), this training presents some weaknesses:

- it is focused on the acquisition of technical skills,

- it is mainly implemented in technical-scientific fields (STEM),

- it is carried out especially in secondary schools.

Moreover, scientific research has not yet clearly focused on four further limitations of current European education to Digital Citizenship and Data Literacy in schools (Authors, in press):

- it does not form in a systematic way starting at least from primary school,

- it does not form a critical and realistic awareness not only of the limitations of AI technologies but also of the potential that a responsible use of technologies can have with respect to improving the quality of life,

- it does not propose educational practices that have proved effective for this purpose,

- it does not activate partnership processes among schools, families and communities.

Indeed, studies on the ethics of AI (Floridi, 2022) highlight the need for the human being to be able to critically and responsibly manage AI technologies and therefore be trained in this sense since childhood, through experiences implemented in partnership among school,. In addition, pedagogical studies and research draw attention to the fact that a critical and creative approach to the problem of new technologies cannot be formed through purely informative, notional, cognitive and technical experiences. It must rather be formed through aesthetic experiences. Among the many aesthetic experiences, one is indicated by the most recent studies of techno-aesthetics as particularly interesting: the immersive experience created on themes and with techniques of visual art and used within educational paths of aesthetic type (Diodato, 2022; Pinotti, 2021; Seo, 2011).

On the basis of the reconstructed theoretical framework, an exploratory research is taking place over the 2022-2023 and 2023-2024 academic years, through an art-based participatory action-research approach (Barbier, 2007; Leavy, 2017; Sorzio, 2019; 2003; Seppälä, Sarantou, Miettinen, 2021; Stenhouse, 1975), involving about 80 children in the final two years of primary school. The research is led by the University of Turin and conducted in partnership with Middlesex University of London, the LIFE Innovation Lab (University of Turin) and two primary schools near Turin. The research planning comprises two phases. Phase 1 (May 2023– January 2024): - to undertake a first research path with the participating primary school teachers, a Fine Arts researcher (West University of Timişoara), a digital designer and the LIFE Lab researchers in order: - to share and reflect on the issue under examination, - to discuss the images, elements and informatic structure for creating the immersive aesthetic experience, - to design the entire training activity to be implemented with the children, in partnership with families and communities, - to create a protocol for the evaluation of the results and the training process. Phase 2 ( February – October 2024): - to implement the immersive experience with the children (9-11 y.o.) within the LIFE Lab, - to evaluate the formative results and process, - to present the formative path to the community during the European Researchers' Night in Turin (September 2024), actively involving the children's families and citizens in the immersive experience, under the guide of the school children, - to disseminate the research findings in academic and scholastic communities, involving children as speakers and their families as participants in an international Conference. In order to collect, analyse and discuss the data needed for establishing the reaching of the objectives, the following analysis and research instruments will be used (Efrat Efron, Ravid, 2019): - a content analysis of the pre and post qualitative questionnaires filled by the children on the formative topic (Ammuner, 1998; Beed, Stimson, 1985), before and after the formative experience, - a quantitative and content analysis of the pre and post quali-quantitative questionnaires filled by the children on the cognitive bias about the AI technologies, - a hermeneutic analysis of the dialogues (among children-teachers-researchers) recorded during the formative activities (Betti, 1987; Kvale, 1996), - a content analysis of in-depth interviews with the participating teachers conducted after the formative experience (Brown, Danaher 2019; Souliotis, 2022).

As planned, the first phase of the research (May 2023-January 2024) produced the following outputs: - the creation of an immersive aesthetic experience to offer to children, - the design of the overall training path that will be proposed to the classes. The creation and programming of the immersive aesthetic experience was implemented through partially immersive virtual experiences in 3D artwork, conceived by the research group and created in pictorial form. The subject of the 3D digital artwork is the Pachamama (Earth Mother), considered the symbol par excellence of a responsible and constructive relationship with creation and between creatures (Azeiteiro, Akerman, ‎Leal Filho, 2017; Donna, 2020; Southgate, 2020; Torres, 2019). The interactive aesthetic mixed reality environment is explored by children through 3D glasses and joysticks. It consists of a mountain relief, wooded spaces, waterfalls, maritime views, fauna elements, technical elements created by humans (swing, square, tattoos drawn on the "hands" and "face" of the Pachamama), within which children experience the relationship between human beings and nature. The immersion in the artwork also enables the entry and exploration within the mountain relief, e.g. in a cave divided into thematic spaces dedicated to meeting some contents related to AI technologies and their critical and creative management. The second research phase (February-May 2024) will allow us to explore the knowledges and competences in judgment fostered in children by the immersive experience, for managing in a critical and creative way the AI technologies; to identify an effective formative model for training children in managing in a critical and creative way the AI technologies through immersive experiences. All these findings will be collected and analysed after the end of the formative path (from June to July 2024) and presented during the EERA/ECER Conference.

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