This study adopts a narrative approach grounded in a validated framework for future scaffolding skills to examine the perspectives of fifty educators regarding the incorporation of artificial intelligence (AI) in inclusive education. It introduces an analytical framework centred on complex macro-themes such as “Technology & Science,” “Emotional States,” and “Relationship Roles,” among others. The study employs both top-down and bottom-up analytical methods. The results reveal a nuanced distinction between static and dynamic visions in education, emphasising dynamic visions that foster change and adaptation. This indicates a transition toward more progressive educational strategies that integrate AI. Furthermore, the study addresses the application of future scaffolding skills, demonstrating educators’ capacity to expand their future-oriented thinking and envision scenarios crucial for adapting to and influencing the evolving educational landscape. Integrating intricate themes and future scaffolding skills provides significant insights into AI’s current and prospective educational impacts, highlighting AI’s transformative potential across diverse educational practices.