The development of artificial intelligence (AI) in education is advancing swiftly, prompting a shift in traditional thinking about teaching and learning. Conventional models and methods of learning are expected to undergo significant transformations in the near future. Research increasingly shows positive outcomes from using AI tools in educational settings, emphasizing the importance of tailoring the learning pace to individual interests, educational goals, and personal preferences. However, numerous challenges remain in managing classrooms, engaging students, and integrating technology effectively. The role of AI in shaping education is crucial, though it often focuses on the technical aspects of tools or programs. One issue is that many intelligent systems do not perform as expected in culturally different learning environments from where they were initially developed. Additionally, there is limited practical and successful research to understand what methods work, why they are effective, and how they function in real classrooms involving both students and teachers. Therefore, more in-depth insights are needed to understand why learners engage with these systems in specific ways, taking into account personal preferences and learning attitudes. This study aims to examine existing and future-oriented scenarios of inclusive education integrating AI from the perspective of teachers. Futures studies investigate trends and other sources, patterns and causes of change and stability in order to develop foresight and create possible, probable and desirable future scenarios. The field works to shed light on ways in which future thinking relates to human worldviews, perceptions and emotions. The main goal with futures studies is to use foresight to orient actions in the present that can influence and create preferable or desirable futures. The paper will present the results of research in progress on high-school teachers’ visions of the ways in which AI is used, as well as how they envision an AI-integrated scenario in education from a future studies perspective. The study will also identify social-ethical, technological issues that may arise in current and/or future AI-integrated educational scenarios as they are described in teachers‘ essays (n=50). The study's results should lead to a better understanding of how the integration of AI into the educational process can be improved to create effective and ethical tools for inclusive education that meet the needs and educational goals of teachers and students in the context of technological development.

Keywords: AI, future-oriented scenarios, inclusive education, teachers.