About

Form@re is an Open Journal that aims to foster a closer integration between theory and practice in the field of educational technologies, teaching and learning practices, instructional design. The aim is to make available to teachers, trainers and researchers a significant archive of Open Educational Resources and Best Practices.

Form@re is a quarterly periodical that collect research and teaching experiences, in particular on the following topics: educational research based on evidence, principles and methods of education, school innovation, technology in teaching and learning, media education, special education and inclusion, e-learning, knowledge management, lifelong learning.

Form@re officially ranked in the top class of legal journals (A-Class) by the Italian National Agency for the Evaluation of Universities and Research Institutes (ANVUR)


Editor-in-Chief:
Paolo Federighi, Università di Firenze, Italy

ISSN 1825-7321 (online) 


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Current IssueVol 24, No 1 (2024): Education and Training for Ecological Transition: Competences and Professionals for Sustainability

Published March 31, 2024

Table of Contents

Editorial

Education and Training for Ecological Transition: Competences and Professionals for Sustainability
Giovanna Del Gobbo, Pierluigi Malavasi
1-7
DOI: https://doi.org/10.36253/form-16284

Articles

The value of sustainability in the education field
Rosanna Tammaro, Concetta Ferrantino, Maria Tiso
8-21
DOI: https://doi.org/10.36253/form-15620
Future-proofing education: educational professions against the backdrop of global sustainability commitments
Gina Chianese, Elena Marescotti , Barbara Bocchi , Luigi Di Marco
22-37
DOI: https://doi.org/10.36253/form-15553
For a global education. A research-training project to integrate sustainable development and global citizenship
Anna Perazzone, Paola Ricchiardi, Federica Emanuel, Emanuela Maria Teresa Torre, Marco Davide Tonon
38-58
DOI: https://doi.org/10.36253/form-15782
So.Be.DidLab: the perception of environmental risks and well-being in school contexts
Giuseppa Cappuccio, Lucia Maniscalco
59-78
DOI: https://doi.org/10.36253/form-15603
Sustainability education within schools: an exploratory study about the influencing factors and the principals’ role
Concetta Tino
79-95
DOI: https://doi.org/10.36253/form-15618
Practices of environmental education in primary school: a scoping review
Stefania Falchi, Antioco Luigi Zurru
96-115
DOI: https://doi.org/10.36253/form-15584
Toward building a competency model for sustainability in school-based civic education workshops: the ComPeDiSo
Claudio Pignalberi
116-132
DOI: https://doi.org/10.36253/form-15619
Reconnecting to Nature Through Civic Education: The Role of Schools in Fostering Environmental Identity
Isabel De Maurissens, Hubert Mansion, Jessica Niewint-Gori
133-153
DOI: https://doi.org/10.36253/form-15545
Rethink education and skills in outdoor education: “on the door” approach emerging from Dolomiti-Unesco project
Chiara Urbani, Andrea Guaran
154-167
DOI: https://doi.org/10.36253/form-15635
Green Skills and Master Training: A Case Study
Ema Di Petrillo, Matteo Villanova
168-177
DOI: https://doi.org/10.36253/form-15586
Material and immaterial. Ecological transition, training, places and educating communities
Cristian Righettini
178-187
DOI: https://doi.org/10.36253/form-15632
Pedagogy of the ecological transition, educate to Artificial Intelligence between PNRR and pedagogical reflection
Elisa Zane
188-195
DOI: https://doi.org/10.36253/form-15615
The shared design of educational spaces: the architecture of El Equipo Mazzanti between sustainability and inclusion
Martina Petrini
196-208
DOI: https://doi.org/10.36253/form-15621
Advancing sustainability transformations through building capacity in social economy organizations
Silvia Mugnaini
209-224
DOI: https://doi.org/10.36253/form-15583
Social and emotional skills for educational professionals success and work well-being
Irene Stanzione, Giordana Szpunar, Alice Femminini
225-241
DOI: https://doi.org/10.36253/form-15348
Artificial Intelligence in Language Teaching: Using ChatGPT to assist teachers of English as a Foreign Language
Salvatore Nizzolino
242-261
DOI: https://doi.org/10.36253/form-15681
Connected at school. Smartphone and Internet use among adolescents
Marco D'Agostini, Damiano Cantone, Stefania Pascut, Francesca Zanon, Susanna Feruglio
262-270
DOI: https://doi.org/10.36253/form-15707

Practices / Considerations

Sustainable Assessment as a device to prepare learners for the future
Rosanna Tammaro, Deborah Gragnaniello
271-279
DOI: https://doi.org/10.36253/form-15624
Schools and ecological transition: opportunities and critical issues
Laura Fallo
280-285
DOI: https://doi.org/10.36253/form-15639
Climate crisis, music and ecological spirituality in an educational journey
Valerio Ciarocchi, Nicola Antonazzo, Franco Pistono
286-293
DOI: https://doi.org/10.36253/form-15705
Education and training for sustainability. Towards Artificial Intelligence: an exploratory investigation on teachers.
Maria Vittoria Isidori, Henry Muccini , Alessio Santelli, Clara Evangelista
294-300
DOI: https://doi.org/10.36253/form-15452
Educating for peace for authentic growth and different conflict management
Gennaro Balzano
301-309
DOI: https://doi.org/10.36253/form-15054
Human Skills and Roman Women. Proposals for Humanistic Education
Valeria Caggiano, Antonio Ragusa
310-318
DOI: https://doi.org/10.36253/form-14594

Books reviews

Recensione. Frison D., Menichetti L. (2020). Metodi ludici. Tendenze e didattiche innovative 0-11. Pensa MultiMedia.
Francesca Marotti
319-320
DOI: https://doi.org/10.36253/form-15940
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