This work aims at understanding if and how ethical impact assessment of AI, in what concerns the signification of a learning experience – and its direct correlation with identity development –, (1) influences primary teachers’ capacity to design learning sequences that intentionally and systematically address the challenges AI poses to learning signification processes, (2) benefiting students’ critical thinking upon AI. This assessment comprehends the use of narratives, in the context of hypothetical scenarios, integrated in a Continuing Professional Development (CPD) eLearning course (García-Peñalvo, 2008; García-Peñalvo & Seoane-Pardo, 2015).
