Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
The paper poses as a basis for analysis a question connected to the evolution, which took place from the 2000s to today, of the amount of data relating to the European training environment and made available to teachers of all grades and levels: "2000: Data Base and E-learning Platforms; 2020: Big Data and Artificial Intelligence; 2050?” The exponential growth rate that characterizes today's technological development, with particular reference to the digital one, and the massive use of digital data by public institutions and private companies, require a reflection on the strategies to be implemented to allow the transfer of such evolutionary process also in the field of didactic innovation. It is necessary, as a first step, to reflect as far-sighted as possible on the preparation that future European teachers will have to demonstrate. What cognitive tools should be available to teachers in 2050? What skills will they need to have for effective use of the heterogeneous open-data portions they will have available to train future European citizens? In response to these questions, two different paths are identified: a strategy for data value education, from childhood, such as to guarantee the teacher of 2050 effective accessibility to data and the identification of tools and processes of continuous training in the field of innovative teaching to guarantee instead an effective use of open-data.
