Algorithmic Heartbeats
La REN – Research Education Network – International Conference 2026
si configura come un rilevante appuntamento internazionale nel panorama della ricerca e dell’innovazione educativa. La conferenza costituisce un’importante occasione di confronto interdisciplinare tra ricercatori, accademici e professionisti dell’educazione, finalizzata ad approfondire le principali trasformazioni che interessano i sistemi educativi e le nuove prospettive emergenti nel campo della ricerca pedagogica.
L’iniziativa, realizzata annualmente con il patrocinio delle principali Società Accademiche italiane, si propone di favorire il dialogo interdisciplinare e lo scambio di conoscenze sui principali temi emergenti nel campo dell’educazione, della formazione e della ricerca educativa. La partecipazione di un elevato numero di studiosi e relatori provenienti da diversi Paesi contribuisce a consolidare la conferenza quale occasione privilegiata per la discussione di prospettive teoriche, metodologiche e applicative innovative.
Nel 2026, la REN International Conference si è svolta dal 4 al 6 settembre in Campania, articolandosi tra Napoli e l’isola di Ischia.
ehttps://renjournal.it/?page_id=117
L’edizione di quest’anno ha posto particolare attenzione alle trasformazioni determinate dall’intelligenza artificiale e dalla cosiddetta quarta rivoluzione industriale con specifico riferimento alle dimensioni affettive e relazionali dell’educazione.
Ma perchè si parla di quarta rivoluzione ?
Prima: forza fisica → macchina a vapore
Seconda: elettricità → produzione di massa
Terza: informazione → computer e automazione
Quarta: intelligenza → IA e sistemi intelligenti
Il tema dell'edizione di quest'anno :
“Algorithmic Heartbeats: Affective Education in the Age of
the Fourth Revolution”
Il riferimento all’ “algorithm” è quindi centrale: la conferenza riflette su come gli algoritmi e l’IA stiano entrando non solo nei processi cognitivi e didattici, ma anche nella sfera affettiva e relazionale dell’educazione.
Tra le tematiche più significative affrontate, emergono tre filoni principali.
- Il primo riguarda il rapporto tra intelligenza artificiale e dimensione affettiva dell’educazione. L’attenzione non è rivolta esclusivamente alle capacità tecnologiche dell’IA, ma anche al suo impatto sulle emozioni, sulle relazioni e sul benessere degli studenti. In questo contesto assume particolare importanza il concetto di Digital Affective Literacy, inteso come capacità di utilizzare le tecnologie in modo consapevole anche dal punto di vista emotivo e relazionale.
-Il secondo tema riguarda l’IA generativa e la costruzione dell’identità. Attraverso lo storytelling e la produzione di contenuti, l’intelligenza artificiale può diventare uno strumento per favorire la riflessione personale e la rielaborazione delle esperienze. Al tempo stesso, emerge la necessità di preservare l’autonomia e la voce personale dello studente, evitando che la tecnologia sostituisca il processo creativo e riflessivo.
-Il terzo filone riguarda la trasformazione del ruolo dell’insegnante. L’IA può supportare la progettazione didattica e la personalizzazione dell’apprendimento, ma non sostituisce il ruolo pedagogico del docente. Diventa quindi fondamentale una formazione degli insegnanti orientata non soltanto alle competenze digitali, ma anche alla capacità critica, etica e pedagogica di utilizzare l’intelligenza artificiale.
Nel complesso, la conferenza evidenzia come la vera sfida non sia semplicemente introdurre l’IA nell’educazione, ma riuscire a utilizzarla mantenendo al centro la persona, la relazione educativa, l’autonomia e la dimensione emotiva dell’apprendimento.
Tra i keynote più interessanti:
Derrick de Kerckhove, sociologo ed esperto di cultura digitale. Il suo intervento si colloca perfettamente nel tema della conferenza: capire come la tecnologia e l'IA stiano modificando non solo l'apprendimento, ma anche il modo in cui costruiamo relazioni e percepiamo noi stessi.
Francesco Peluso Cassese — IA ed educazione: il valore dell'umano
Il presidente del Comitato Scientifico della REN, Francesco Peluso Cassese, ha posto al centro del dibattito una domanda molto importante: come utilizzare l'IA nell'educazione senza impoverire la relazione umana?
Il suo intervento insiste sul concetto di “alfabetizzazione affettiva digitale”: non basta saper utilizzare l'IA, bisogna imparare a gestire criticamente le relazioni mediate dalla tecnologia e le loro conseguenze emotive.
Maurizio Sibilio — opportunità e rischi dell'IA nell'educazione
Interessante anche il contributo di Maurizio Sibilio, presidente della FERE, che ha affrontato il rapporto tra innovazione tecnologica e ricerca educativa, evidenziando tanto le opportunità quanto i possibili rischi dell'intelligenza artificiale
The REN – Research Education Network – International Conference 2026 represents a significant annual international event in the field of educational research and innovation. The conference provides an important interdisciplinary forum for researchers, academics, and education professionals to discuss the major transformations affecting education and to explore emerging perspectives in pedagogical research.
The conference is held annually under the patronage of leading Italian Academic Societies and aims to promote interdisciplinary dialogue and the exchange of knowledge on emerging issues in education, training, and educational research. The participation of a large number of scholars and speakers from different countries contributes to establishing the conference as an important forum for discussing innovative theoretical, methodological, and practical perspectives.
In 2026, the REN International Conference was held from September 4 to 6 in the Campania region of Italy, with activities taking place in Naples and on the island of Ischia.
This year's edition focused particularly on the transformations brought about by artificial intelligence and the so-called Fourth Industrial Revolution, with specific attention to the affective and relational dimensions of education.
In this perspective, the conference represented an important opportunity to reflect on the relationship between technological innovation, educational processes, and the development of the competences required to address the transformations taking place in contemporary society.
In 2026, the REN International Conference was held from September 4 to 6 in the Campania region of Italy, with activities taking place in Naples and on the island of Ischia.
This year's edition focused particularly on the transformations brought about by artificial intelligence and the so-called Fourth Industrial Revolution, with specific attention to the affective and relational dimensions of education.
In this perspective, the conference represented an important opportunity to reflect on the relationship between technological innovation, educational processes, and the development of the competences required to address the transformations taking place in contemporary society.
This Year's Theme
“Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution”
The reference to “algorithmic” processes is therefore central to the conference. The event explores how algorithms and artificial intelligence are entering not only cognitive and educational processes, but also the affective and relational sphere of education.
Among the most significant topics addressed, three main areas can be identified.
“Algorithmic Heartbeats: Affective Education in the Age of the Fourth Revolution”
The reference to “algorithmic” processes is therefore central to the conference. The event explores how algorithms and artificial intelligence are entering not only cognitive and educational processes, but also the affective and relational sphere of education.
Among the most significant topics addressed, three main areas can be identified.
1. Artificial Intelligence and the Affective Dimension of Education
The first concerns the relationship between artificial intelligence and the affective dimension of education. The focus is not exclusively on the technological capabilities of AI, but also on its impact on emotions, relationships, and students' well-being. In this context, the concept of Digital Affective Literacy is particularly relevant. It refers to the ability to use digital technologies consciously and critically, while also taking into account their emotional and relational implications.
The first concerns the relationship between artificial intelligence and the affective dimension of education. The focus is not exclusively on the technological capabilities of AI, but also on its impact on emotions, relationships, and students' well-being. In this context, the concept of Digital Affective Literacy is particularly relevant. It refers to the ability to use digital technologies consciously and critically, while also taking into account their emotional and relational implications.
2. Generative AI and Identity Construction
The second theme concerns generative AI and identity construction. Through storytelling and content creation, artificial intelligence can become a tool for encouraging personal reflection and the reinterpretation of individual experiences. At the same time, it is essential to preserve students' autonomy and personal voice, ensuring that technology does not replace their own creative and reflective processes.
The second theme concerns generative AI and identity construction. Through storytelling and content creation, artificial intelligence can become a tool for encouraging personal reflection and the reinterpretation of individual experiences. At the same time, it is essential to preserve students' autonomy and personal voice, ensuring that technology does not replace their own creative and reflective processes.
3. The Transformation of the Teacher's Role
The third area concerns the transformation of the teacher's role. AI can support lesson planning, educational design, and the personalization of learning, but it cannot replace the pedagogical role of the teacher. Consequently, teacher education must focus not only on digital competences, but also on the critical, ethical, and pedagogical competences required for the responsible use of artificial intelligence.
Overall, the conference highlights that the real challenge is not simply to introduce AI into education, but to use it while keeping the individual, the educational relationship, autonomy, and the emotional dimension of learning at the centre.
The third area concerns the transformation of the teacher's role. AI can support lesson planning, educational design, and the personalization of learning, but it cannot replace the pedagogical role of the teacher. Consequently, teacher education must focus not only on digital competences, but also on the critical, ethical, and pedagogical competences required for the responsible use of artificial intelligence.
Overall, the conference highlights that the real challenge is not simply to introduce AI into education, but to use it while keeping the individual, the educational relationship, autonomy, and the emotional dimension of learning at the centre.
Selected Keynote Speakers
Derrick de Kerckhove – Technology, AI, and the Transformation of the Human
Among the most interesting keynote speakers was Derrick de Kerckhove, a sociologist and expert in digital culture. His contribution is particularly relevant to the central theme of the conference, as it addresses how technology and artificial intelligence are transforming not only learning processes, but also the way we build relationships and perceive ourselves.
Among the most interesting keynote speakers was Derrick de Kerckhove, a sociologist and expert in digital culture. His contribution is particularly relevant to the central theme of the conference, as it addresses how technology and artificial intelligence are transforming not only learning processes, but also the way we build relationships and perceive ourselves.
Francesco Peluso Cassese – AI and Education: Preserving the Human Dimension
Francesco Peluso Cassese, President of the REN Scientific Committee, placed an important question at the centre of the discussion: how can AI be used in education without weakening human relationships?
His contribution focuses on the concept of “digital affective literacy”, emphasizing that it is not enough to know how to use AI. Students and educators must also learn to critically manage technology-mediated relationships and understand their emotional and social consequences.
Francesco Peluso Cassese, President of the REN Scientific Committee, placed an important question at the centre of the discussion: how can AI be used in education without weakening human relationships?
His contribution focuses on the concept of “digital affective literacy”, emphasizing that it is not enough to know how to use AI. Students and educators must also learn to critically manage technology-mediated relationships and understand their emotional and social consequences.
Maurizio Sibilio – Opportunities and Risks of AI in Education
Another significant contribution came from Maurizio Sibilio, President of FERE, who examined the relationship between technological innovation and educational research, highlighting both the opportunities and the potential risks associated with artificial intelligence.
His perspective emphasizes the importance of education as a point of reference for navigating the profound transformations brought about by the digital revolution.
Another significant contribution came from Maurizio Sibilio, President of FERE, who examined the relationship between technological innovation and educational research, highlighting both the opportunities and the potential risks associated with artificial intelligence.
His perspective emphasizes the importance of education as a point of reference for navigating the profound transformations brought about by the digital revolution.
Final Considerations
The REN International Conference 2026 therefore offers a significant opportunity to reflect on the impact of artificial intelligence on education from a perspective that goes beyond technology itself. Its central question concerns how to integrate AI into educational contexts while preserving the human, affective, relational, and ethical dimensions of education.
The three main themes — AI and affective education, generative AI and identity construction, and the transformation of the teacher's role — highlight the need to develop an educational approach in which technological innovation remains firmly connected to human development.
The central challenge is therefore not whether AI should be part of education, but how it should be used, by whom, and according to which educational and ethical principles. In this sense, the teacher continues to play a fundamental role as a mediator between technology, knowledge, and the human development of learners.
The REN International Conference 2026 therefore offers a significant opportunity to reflect on the impact of artificial intelligence on education from a perspective that goes beyond technology itself. Its central question concerns how to integrate AI into educational contexts while preserving the human, affective, relational, and ethical dimensions of education.
The three main themes — AI and affective education, generative AI and identity construction, and the transformation of the teacher's role — highlight the need to develop an educational approach in which technological innovation remains firmly connected to human development.
The central challenge is therefore not whether AI should be part of education, but how it should be used, by whom, and according to which educational and ethical principles. In this sense, the teacher continues to play a fundamental role as a mediator between technology, knowledge, and the human development of learners.
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