Italian teachers continue to be among the most independent in the world in terms of educational choices and school administration, but they are nonetheless subjected to an often excessive workload and a social perception of the profession that remains uneven. This is the conclusion of the most recent OECD report, "TALIS 2024 – The State of Teaching", which conducted a survey of teachers and principals from 55 educational systems. Over 85% of Italian teachers report having complete freedom to create learning objectives, adapt curricula, and select teaching methods and strategies—a level of autonomy that few other countries can match. Teachers in Italy also participate in school decision-making at a higher rate than the OECD average, indicating that the system values teaching professionalism. Nevertheless, the OECD has indicated that approximately 25% of instructors with substantial autonomy are never formally evaluated, a discovery that raises concerns regarding the equilibrium between trust and accountability. In terms of well-being, nearly nine out of 10 teachers report being satisfied with their jobs but complaining about the stress caused by time management and administrative responsibilities. Regarding the digital transition, just one-third of OECD teachers use artificial intelligence in their regular job. Its use is growing in Italy, but it is still much below that of Singapore and the United Arab Emirates, where AI is now a common tool for personalizing education.