Form@re - Open Journal per la formazione in rete
type: channel
description: 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) New Call for Papers is out now. Read more... Form@re is indexed in:
publisher: Firenze University Press
language: en-US
publication name: Form@re - Open Journal per la formazione in rete
issn: 1825-7321
copyright: This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
items: New Work and New Study. Research and education for flexible, inclusive, sustainable, attractive workplaces
items: Competencies of future-capable employees in digitalized stationary retail
items: Artificial intelligence, training, and micro and small-sized enterprises: a survey on entrepreneurs’ opinion
items: New job skills: critical thinking analysis in higher education and engineering
items: The employability potential: a pedagogical analysis of educational and professional challenges
items: Team working training in the digital transition: skills, strategies, and pedagogical challenges
items: Expectations and priorities of young professionals in finance
items: From dystopian concerns to utopian view: adopting generative AI in South African higher education institutions
items: Teachers’ professional development on Artificial Intelligence: the role of universities and companies
items: Students’ wishes for digital higher education: preferences in and expected added value of future learning formats
items: Contribution of artificial intelligence in improving the user experience of augmented reality learning applications
items: Education, training and employment of people with disabilities in the age of AI: a systemic bibliometric analysis
items: An application horizon of Universal Design between visual impairment and access to cultural heritage
items: Cognitive processes while using Artificial Intelligence at work: a research agenda on challenges and opportunities
items: Universities and companies’ partnerships: theoretical-operational models and successful projects for shared innovation
items: Development of the sustainability strategy at the Baden-Wuerttemberg Cooperative State University (DHBW), Germany
items: A training experience for upskilling and reskilling corporate human resources
items: Bergmann’s new-work concept and the new work megatrend in the Covid-19 pandemic: a comparative analysis
items: Fostering agroecological knowledge through augmented reality-driven experiential learning
items: The evaluation of a hybrid, dual study program based on students’ experiences
items: Educational innovation and international mobility: a model for dual learning in Europe
items: A self-assessment scale for competencies of socio-pedagogical educators in L-19 degree programs
items: Working with pedagogical supervision: experiences and reflections of education professionals
items: The SFERA project: an integration of Service-Learning and Comprehensive Sexuality Education for a new training program
items: Faculty Development and Universal Design for Learning: advancing inclusion in higher education
items: Student Well-Being: supporting well-being skills development for well-being in learning and professional contexts
items: New Study: with participation to more learner-centredness
items: Recensione di “Gramigna, A. (2024). Pace e Rivolta. Educazione, coscienza ed emozione nel tempo dei conflitti globali. Volta La Carta.”
items: Career guidance for life: what skills for a new work culture?
items: Libraries and coworking orientation: a third space for learning
items: The rise of corporate academies in higher education: how do universities fit into the equation?
items: More Places: students recreate school environments with artists and experts
items: Innovative teaching and role-play for the job placement of new doctors in specialist training
items: The Montessori approach to sensory development in children with autism spectrum disorder: a case study
items: Group interventions with adopted children: experiences from “Say, Do... Play!” working model and operational reflections
items: Lighting design as a possibility for the design of training and work spaces: a research proposal
items: Artificial Intelligence and avatar for the perception and interpretation of class heterogeneity

New Work and New Study. Research and education for flexible, inclusive, sustainable, attractive workplaces
type: item
description: New Work e New Study. Ricerca e formazione per ambienti di lavoro flessibili, inclusivi, sostenibili, attrattivi.
creator: Sabine Möbs
creator: Dirk Saller
creator: Laura Menichetti
rights: Copyright (c) 2025 Sabine Möbs, Dirk Saller, Laura Menichetti https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 1
ending page: 8
doi: 10.36253/form-18491

Competencies of future-capable employees in digitalized stationary retail
type: item
description: Digitalization is permanently transforming communication and purchasing processes in stationary retail, reshaping work requirements and demanding sector-specific employee competencies. According to the resource- and competence-based view, these competencies are key to generating competitive advantages. This study develops a competency model for employees in stationary retail, addressing digitalization-driven changes in requirements. Unlike prior research focused on Industry 4.0 or cross-industry contexts, an industry-specific context of stationary retail has, to our best knowledge, received no scientific attention yet. Therefore, this study uses a qualitative approach. Based on 26 interviews with managers, employees, and human resources managers, the study shows that digitalization in stationary retail has changed demands on employees in IT, cooperation, work organization, and customer interaction. All four action competencies (professional, methodological, social, personal) are essential to cope well with these new requirements. Le competenze dei lavoratori del futuro nel commercio al dettaglio fisico con l’uso del digitale. La digitalizzazione sta trasformando in modo permanente i processi di comunicazione e di acquisto nel settore della vendita al dettaglio, ridisegnando i requisiti di lavoro e richiedendo competenze specifiche ai dipendenti del settore. Secondo la visione basata sulle risorse e sulle competenze, queste competenze sono risorse centrali per generare vantaggi competitivi. Questo studio sviluppa un modello di competenze per i dipendenti del settore del commercio al dettaglio, che affronta i cambiamenti dei requisiti indotti dalla digitalizzazione. A differenza di precedenti ricerche incentrate sull’Industria 4.0 o su contesti intersettoriali, il contesto specifico del commercio al dettaglio non ha ancora ricevuto alcuna attenzione scientifica, per quanto ne sappiamo. Pertanto, questo studio adotta un approccio qualitativo. Sulla base di 26 intervist…
creator: Katja Wiedemann
creator: Anna-Elisabeth Lohstöter
creator: Eva Lienbacher
creator: Robert Zniva
rights: Copyright (c) 2025 Katja Wiedemann, Anna-Elisabeth Lohstöter, Eva Lienbacher, Robert Zniva https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 9
ending page: 20
doi: 10.36253/form-17037

Artificial intelligence, training, and micro and small-sized enterprises: a survey on entrepreneurs’ opinion
type: item
description: Artificial Intelligence (AI) is transforming business models and reshaping skill demands in the labour market. Yet, micro and small enterprises (MSEs) face adoption challenges due to cultural, educational, and economic barriers. This study presents the results of an empirical survey based on a semi-structured questionnaire administered to a non-representative sample of 71 entrepreneurs from MSEs in Emilia-Romagna (Italy). The aim was to explore perceptions, strategies, and training needs related to AI introduction. Findings reveal strong interest in AI, but over half of the respondents do not foresee future investments. Key barriers include lack of digital skills, high costs, and low awareness of AI benefits. These results point to the need for targeted training policies and closer collaboration among universities, training providers, and enterprises to support responsible AI integration. Intelligenza artificiale, processi formativi e micro e piccole imprese: un’indagine sui punti di vista degli imprenditori. L’Intelligenza Artificiale (IA) sta rivoluzionando i modelli aziendali e le competenze richieste dal mercato del lavoro. Tuttavia, le micro e piccole imprese (MPI), per fattori culturali, formativi ed economici, incontrano difficoltà nell’adozione dell’IA. Per comprendere meglio tali ostacoli dal punto di vista degli imprenditori, questo studio presenta i risultati di una ricerca empirica condotta con un questionario semi-strutturato su un campione non rappresentativo di 71 imprenditori di MPI emiliano-romagnole. L’obiettivo era esplorare percezioni, strategie e fabbisogni formativi sull’introduzione dell’IA in azienda. I risultati mostrano un forte interesse verso l’IA, ma oltre metà degli imprenditori non prevede investimenti futuri. Le principali barriere sono la mancanza di competenze digitali, i costi elevati e la scarsa consapevolezza dei benefici. Sulla base di queste evidenze, lo studio evidenzia la necessità di politiche formative mirate e collaborazio…
creator: Massimo Marcuccio
creator: Vanessa Lo Turco
creator: Maria Elena Tassinari
rights: Copyright (c) 2025 Massimo Marcuccio, Vanessa Lo Turco, Maria Elena Tassinari https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 21
ending page: 36
doi: 10.36253/form-17179

New job skills: critical thinking analysis in higher education and engineering
type: item
description: This article presents an approach for the assessment of critical thinking based on the analysis of open-ended answers, highlighting its advantages over closed-ended tests. The need to develop and measure reasoning skills also in STEM students is highlighted. During a workshop addressed to engineering students, open-ended questions were administered to assess critical thinking both through a manual scoring rubric system and through an automated prototype of Natural Language Processing (NLP). This approach answers two main research questions: the degree of concordance between manual and automatic assessment; the effectiveness of the workshop in enhancing critical thinking in a STEM context. An encouraging alignment between the two forms of assessment is found and how targeted training-evaluation activities can foster the acquisition of critical skills also in subject specific field is underlined. Competenze per nuovi lavori: analisi del pensiero critico nell’educazione superiore e ingegneria. L’articolo presenta un approccio per la valutazione del pensiero critico basato sull’analisi delle risposte aperte, evidenziandone i vantaggi rispetto ai test a risposta chiusa. Si sottolinea la necessità di sviluppare e misurare competenze di ragionamento anche negli studenti delle STEM. Durante un workshop rivolto a studenti di ingegneria, sono state somministrate domande a risposta aperta per valutare il pensiero critico sia attraverso un sistema di rubriche a punteggio manuale sia attraverso un prototipo automatizzato di elaborazione del linguaggio naturale (NLP). Questo approccio risponde a due principali domande di ricerca: il grado di concordanza tra la valutazione manuale e quella automatica; l’efficacia del workshop nel migliorare il pensiero critico in un contesto STEM. Si riscontra un allineamento incoraggiante tra le due forme di valutazione e si sottolinea come attività di formazione-valutazione mirate possano favorire l’acquisizione di competenze critiche anche in a…
creator: Antonella Poce
creator: Carlo De Medio
rights: Copyright (c) 2025 Antonella Poce, Carlo De Medio https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 37
ending page: 50
doi: 10.36253/form-17177

The employability potential: a pedagogical analysis of educational and professional challenges
type: item
description: This study analyzes the employability potential of students enrolled in the degree program in Education and Training Sciences at the University of Bari Aldo Moro. Using the AVO Giovani questionnaire, key dimensions such as professional adaptability, perceived self-efficacy, coping strategies, labor market perception, and social support networks are explored. The results highlight a medium-high employability potential among participants, with significant differences across age cohorts. These findings suggest the need to rethink university curricula by integrating the development of transversal skills and soft skills to ensure adequate preparation for the challenges of a constantly evolving labor market. Il potenziale di occupabilità: un’analisi pedagogica delle sfide educative e professionali. Lo studio analizza il potenziale di occupabilità degli studenti iscritti al corso di laurea in Scienze dell’Educazione e della Formazione presso l’Università degli Studi di Bari Aldo Moro. Utilizzando il questionario AVO Giovani, vengono esplorate dimensioni chiave come adattabilità professionale, autoefficacia percepita, strategie di coping, percezione del mercato del lavoro e reti di supporto sociale. I risultati evidenziano un potenziale di occupabilità medio-alto tra i partecipanti, con variazioni significative tra diverse coorti anagrafiche. Tali risultati suggeriscono la necessità di ripensare i percorsi formativi universitari, integrando lo sviluppo di competenze trasversali e soft skills per promuovere una preparazione adeguata alle sfide di un mercato del lavoro in costante trasformazione.
creator: Matteo Conte
creator: Alberto Fornasari
rights: Copyright (c) 2025 Matteo Conte, Alberto Fornasari https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 51
ending page: 67
doi: 10.36253/form-17117

Team working training in the digital transition: skills, strategies, and pedagogical challenges
type: item
description: The transformations of today’s work environments, characterized by digitalization, cultural diversity, and continuous change, pose new challenges for teamwork and, consequently, for training. On the one hand, the maps of required skills and new training strategies for working in complex, interconnected, yet unstable environments are becoming increasingly sophisticated; on the other hand, critical doubts arise about the prevailing approaches, often focused solely on technical learning and individual adaptation to workplace standards. Undoubtedly, strategies such as continuous feedback, experiential learning, and rubrics for evaluating teamwork skills contribute to creating the conditions for the emergence of teams that will be capable of effectively and reliably addressing future challenges. However, there is a risk of tying these techniques to a performative and instrumental vision. Much of the pedagogical tradition calls for resistance to this view, instead promoting the group as an educational and human context, capable of fostering belonging, personal growth, and connection, a laboratory of relationships that ultimately supports democratic participation and collective well-being. Formare al team working nella transizione digitale: abilità, strategie e sfide pedagogiche. Le trasformazioni dei contesti lavorativi odierni, caratterizzati da digitalizzazione, diversificazione culturale e continuo cambiamento, pongono nuove sfide al lavoro in team, di conseguenza, alla formazione. Da una parte, sono sempre più articolate le mappe delle abilità richieste e delle nuove strategie formative per lavorare in team in ambienti complessi e interconnessi ma anche instabili; dall’altra, è legittimo qualche dubbio critico sugli approcci oggi prevalenti, spesso focalizzati esclusivamente sull’apprendimento tecnico e sull’adeguamento dell’individuo a standard lavorativi. Senza dubbio strategie come il feedback continuo, l’apprendimento esperienziale e le rubriche valutative di abil…
creator: Emanuele Serrelli
rights: Copyright (c) 2025 Emanuele Serrelli https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 68
ending page: 82
doi: 10.36253/form-17193

Expectations and priorities of young professionals in finance
type: item
description: This article explores the aspirations and priorities of young students embarking on their professional journeys within the banking sector. Beyond an examination of their top five priorities, it delves into their distinct perspectives on aspects such as career planning, work-life balance, diversity, and corporate culture. In the initial years of a career, financial remuneration, development prospects, work that has a meaningful impact, a friendly team and job security are of paramount importance. However, these core requirements are prioritised very differently by male and female young bankers. This may have a direct impact on career development during the early years of employment, as well as indirect consequences for the career progression. Erwartungen und Prioritäten von jungen Berufsstartern im Finanzwesen. Dieser Artikel analysiert die Erwartungen und Prioritäten von Berufsanfängern in der Bankenbranche. Neben einer Untersuchung der Top fünf Prioritäten werden auch ihre unterschiedlichen Perspektiven zu Aspekten wie Karriereplanung, Work-Life-Balance, Diversität und Unternehmenskultur beleuchtet. In den ersten Berufsjahren sind die finanzielle Vergütung, Entwicklungsperspektiven, eine Arbeit mit sinnstiftender Wirkung, ein freundliches Team und Arbeitsplatzsicherheit von größter Bedeutung. Diese Faktoren werden jedoch von jungen Bankern und Bankerinnen sehr unterschiedlich priorisiert. Dies kann sich direkt auf die Karriereentwicklung in den ersten Jahren der Beschäftigung auswirken und auch indirekte Folgen für den weiteren beruflichen Werdegang haben.
creator: Christiane Weiland
rights: Copyright (c) 2025 Christiane Weiland https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 83
ending page: 101
doi: 10.36253/form-17185

From dystopian concerns to utopian view: adopting generative AI in South African higher education institutions
type: item
description: Most higher education institutions in Africa have been discouraged from using technology due to several reasons, such as the digital divide, lack of knowledge, unclear institutional policies, and both intentional and unintentional sabotage by governments and universities. Recently, there has been significant debate on this issue; however, if not approached wisely, African students may again miss the chance to use generative artificial intelligence, influenced by dystopian views rather than optimistic ones. Through qualitative research, literature review, and ethnographic methods, this paper found that some South African universities lack policies supporting generative artificial intelligence, and some academics oppose its use. Grounding our discussion in the socio-technical systems framework, we recommend viewing generative artificial intelligence as an additional tool within the existing university technical ecosystem. When applied ethically and effectively, the generative artificial intelligence can help to educate students with critical thinking skills and who have developed the competencies of the 21st century. Dalle ansie distopiche a una visione utopica: l’adozione dell’IA generativa nelle università sudafricane. La maggior parte delle università in Africa è stata scoraggiata dall’utilizzare la tecnologia per diversi motivi, tra cui il digital divide, la mancanza di conoscenze, politiche istituzionali poco chiare e sabotaggi intenzionali o non intenzionali da parte di governi e università. Recentemente, c’è stato un dibattito significativo su questo tema; tuttavia, se non affrontato con saggezza, gli studenti africani potrebbero nuovamente perdere l’opportunità di utilizzare l’intelligenza artificiale generativa, influenzati da visioni distopiche anziché da prospettive utopiche. Attraverso una ricerca qualitativa, una revisione della letteratura e metodi etnografici, questo documento ha rilevato che alcune università sudafricane mancano di politiche a sostegno…
creator: William Tichaona Vambe
rights: Copyright (c) 2025 William Tichaona Vambe https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 102
ending page: 116
doi: 10.36253/form-17065

Teachers’ professional development on Artificial Intelligence: the role of universities and companies
type: item
description: The integration of Artificial Intelligence (AI) within the educational system represents a fundamental paradigm shift necessitating synergistic collaboration among diverse stakeholders. This study investigates the pivotal role of each key player: AI, conceived as an instrument for pedagogical innovation, capable of personalizing learning trajectories and optimizing learning processes; the professional development of teachers, viewed as a catalyst for pedagogical transformation and indispensable for the successful deployment of AI technologies in educational settings; universities, acknowledged as vital hubs of research and advanced training, tasked with generating new knowledge and cultivating digitally proficient professionals; technology companies, identified as providers of cutting-edge solutions and ensuring the reliability, security, and accessibility of the technologies offered (Rivoltella & Panciroli, 2024). In addition, this study illuminates the opportunities and challenges associated with establishing an educational innovation ecosystem that is both effective and sustainable in the long run (Holmes, Bialik, & Fadel, 2019). La formazione professionale dei docenti sull’Intelligenza Artificiale: il ruolo di università e imprese. L’integrazione dell’Intelligenza Artificiale (IA) nel sistema educativo configura una transizione paradigmatica che esige una cooperazione sinergica tra molteplici stakeholder. Il presente studio disamina il ruolo cruciale di ciascun attore coinvolto: l’IA, concettualizzata quale strumento di innovazione didattica, idoneo a personalizzare i percorsi formativi e a ottimizzare i processi di apprendimento; la formazione professionale del corpo docente, interpretata quale propulsore del mutamento pedagogico e imprescindibile per l’efficace implementazione delle tecnologie IA in ambito scolastico; le università, riconosciute quali centri nevralgici di ricerca e alta formazione, deputate alla produzione di nuove conoscenze e alla crescita d…
creator: Deborah Gragnaniello
creator: Concetta Ferrantino
rights: Copyright (c) 2025 Deborah Gragnaniello, Concetta Ferrantino https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 117
ending page: 132
doi: 10.36253/form-17144

Students’ wishes for digital higher education: preferences in and expected added value of future learning formats
type: item
description: Digital learning formats have the potential to enhance higher education. Implementation of formats utilizing extended reality, gaming, and artificial intelligence in future teaching should be guided not only by technical possibilities but also by students’ preferences and evaluations. Computer science and engineering students (N = 298) reported on their preferences for 11 learning formats and the expected added value of their preferred formats. We found five groups with different preference profiles: One favoring all formats and four with more selective preferences – including groups preferring only explainer videos, game-based learning, or eye tracking and emotion recognition alongside other formats. Across all groups, explainer videos, virtual classrooms and laboratories, machine learning, chatbots as examiners, and serious games were the most popular formats. While groups differed in format preferences, they showed similar perceptions of each format’s added value, suggesting that differences reflect varying learning approaches rather than differing views on format effectiveness. Studierendenwünsche an digitale Hochschullehre: Präferenzen für und erwarteter Mehrwert von zukünftigen Lernformaten. Digitale Lernformate können zu einer besseren Hochschullehre beitragen. Der Einsatz dieser Formate in zukünftiger Lehre, die Extended Reality, Gaming und künstliche Intelli­genz nutzen, soll sich nicht nur an technischen Möglichkeiten orientieren, sondern auch an Präferenzen und Bewertungen der Studierenden. Studierende der Informatik und des Ingenieurwesens (N = 298) berichteten ihre Präferenzen für 11 Lernformate und den erwarteten Mehrwert der von ihnen bevorzugten Formate. Wir fanden fünf Gruppen mit unterschiedlichen Präferenzprofilen: Eine Gruppe, die alle Formate bevorzugt, und vier Gruppen mit selektiveren Präferenzen - darunter Gruppen, die nur Erklärvideos, Game-Based Learning oder Eye-Tracking und Emotionserkennung neben anderen Formaten bevorzugten. Über alle G…
creator: Zeynep Tuncer
creator: Daniela Feistauer
creator: Ines Schindler
rights: Copyright (c) 2025 Zeynep Tuncer, Daniela Feistauer, Ines Schindler https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 133
ending page: 154
doi: 10.36253/form-17187

Contribution of artificial intelligence in improving the user experience of augmented reality learning applications
type: item
description: Integrating Artificial Intelligence (AI) with Augmented Reality (AR) presents transformative opportunities for improving user experiences by addressing challenges such as accessibility, usability, and adaptive learning. While AR enhances engagement through tracking, rendering, and visualization, but challenges such as motion sickness, limited field of view, cognitive load, and content creation complexity persist. This paper explores how AI techniques, such as real-time object recognition, scene understanding, personalized feedback, and virtual instructors, can mitigate these issues. Using MirageXR tool, we demonstrate AI-AR integration in improving user experience and accessibility. Demonstrating features for users with visual and hearing impairments such as voice-command navigation and real-time captioning and AI-controlled avatars, context-aware training sessions for diverse learning needs. This study highlights the potential of AI-enhanced to improve usability and accessibility to meet the evolving diverse needs of modern workplaces. Contributo dell'intelligenza artificiale nel miglioramento dell'esperienza utente delle applicazioni di apprendimento in realtà aumentata. L'integrazione dell'Intelligenza Artificiale (IA) con la Realtà Aumentata (RA) offre opportunità trasformative per migliorare l'esperienza utente, affrontando sfide come l'accessibilità, l'usabilità e l'apprendimento adattivo. Sebbene la RA migliori il coinvolgimento attraverso il tracciamento, il rendering e la visualizzazione, persistono sfide come la cinetosi, il campo visivo limitato, il carico cognitivo e la complessità della creazione di contenuti. Questo articolo esplora come le tecniche di IA, come il riconoscimento degli oggetti in tempo reale, la comprensione delle scene, il feedback personalizzato e gli istruttori virtuali, possano mitigare questi problemi. Utilizzando lo strumento MirageXR, dimostriamo l'integrazione IA-RA nel miglioramento dell'esperienza utente e dell'accessibilità. …
creator: Frank Samson
creator: Deogratias Shidende
rights: Copyright (c) 2025 Frank Samson, Deogratias Shidende https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 155
ending page: 166
doi: 10.36253/form-17169

Education, training and employment of people with disabilities in the age of AI: a systemic bibliometric analysis
type: item
description: Including people with disabilities must be a priority in the era of artificial intelligence, in which scientific and social progress are intertwined. Structural and cultural barriers that limit their participation persist. This article presents a bibliometric analysis of the relevant Scopus documents using the VOSviewer software. The focus was on assistive and digital technologies, regulatory policies and inclusive training models, identifying emerging trends. Citation networks, collaborations between authors and co-occurrence of keywords were mapped. The most relevant contributions and emerging themes were thus highlighted. The importance of synergies between technological innovation, inclusive policies and social sensitivity is emphasised so technology becomes a universal and sustainable participation tool. Istruzione, formazione e lavoro delle persone con disabilità nell’era dell’IA: un’analisi bibliometrica sistemica. L’inclusione delle persone con disabilità deve essere prioritaria nell’era dell’intelligenza artificiale, nella quale progresso scientifico e sociale si intrecciano. Persistono infatti barriere strutturali e culturali che limitano la loro partecipazione. Questo articolo presenta un’analisi bibliometrica dei documenti Scopus in tema, avvalendosi del software VOSviewer. L’attenzione si è concentrata sulle tecnologie assistive e digitali, sulle politiche normative e sui modelli formativi inclusivi, individuando le tendenze emergenti. Sono state mappate reti di citazioni, collaborazioni tra autori e co-occorrenza di parole chiave. Si sono così evidenziati i contributi più rilevanti e i temi emergenti. Si sottolinea l’importanza di sinergie tra innovazione tecnologica, politiche inclusive e sensibilità sociale, affinché la tecnologia diventi strumento di partecipazione universale e sostenibile.
creator: Tonia De Giuseppe
creator: Sabrina Lucilla Barone
rights: Copyright (c) 2025 Tonia De Giuseppe, Sabrina Lucilla Barone https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 167
ending page: 187
doi: 10.36253/form-17173

An application horizon of Universal Design between visual impairment and access to cultural heritage
type: item
description: This paper aims to explore possible applications of Universal Design with regard to the accessibility of cultural heritage, with particular reference to visual impairment. Given the rapid and continuous change of public and social organizations, in which technologies play a potentially problematic role, the critical aspects that technologies play in relation to both macro-social dynamics and phenomena of everyday life are being addressed from different angles. It is therefore important to find new ways for a generative use of the technological tools and new forms of artificial intelligence that today’s world offers. The paradigm of Universal Design seems to be particularly fruitful for promoting diversity and inclusion, not least because of the model’s excellent interaction with new technologies. For these reasons, the present reflections aim to propose a strategic and teleological orientation. Un orizzonte applicativo dello Universal Design tra disabilità visiva e accesso al patrimonio culturale. Il presente contributo si propone di indagare possibili applicazioni dello Universal Design rispetto all’accessibilità del patrimonio culturale, con particolare attenzione alla disabilità visiva. Di fronte alla rapida e continua trasformazione delle organizzazioni pubbliche e sociali, dove le tecnologie ricoprono un ruolo potenzialmente problematico, emergono, da varie voci, le criticità che le tecnologie ricoprono sia rispetto a dinamiche macro-sociali sia rispetto a fenomeni di vita quotidiana. Risulta importante, allora, trovare nuove vie per un utilizzo generativo degli strumenti tecnologici e delle nuove forme di intelligenza artificiale offerte dalla contemporaneità. Il paradigma dello Universal Design sembra particolarmente fertile per la promozione di pratiche di diversità e inclusione, anche in ragione dell’ottima interazione del modello con le nuove tecnologie. Per tali ragioni, le presenti riflessioni intendono proporre un orientamento strategico e teleologico.
creator: Ariel Pacchioni
creator: Daniel Mastrosimone
rights: Copyright (c) 2025 Ariel Pacchioni, Daniel Mastrosimone https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 188
ending page: 202
doi: 10.36253/form-17138

Cognitive processes while using Artificial Intelligence at work: a research agenda on challenges and opportunities
type: item
description: The integration of artificial intelligence (AI) at work is transforming task execution, decision-making, and creative output, necessitating a deeper understanding of the users’ cognitive processes involved. Following this endeavor, this paper proposes a comprehensive research agenda. First, its theoretical framework explores three established cognitive concepts linking them to human-computer interaction and information systems research. Second, it identifies key research themes and proposes methodologies to offer strategies to investigate these phenomena. Third, it highlights the potential of interdisciplinary research and thoughtful policies to ensure AI adoption aligns with human well-being, and ethical considerations. Ultimately, the insights motivate actionable strategies for organizations that ensure AI at work is designed in a human-centric way. Processi cognitivi nell’uso dell’Intelligenza Artificiale sul lavoro: un’agenda di ricerca su sfide e opportunità. L’integrazione dell’intelligenza artificiale (IA) nei contesti lavorativi sta trasformando l’esecuzione dei compiti, i processi decisionali e quelli creativi, rendendo necessaria una comprensione più approfondita dei processi cognitivi degli utenti coinvolti. In questo senso, il presente articolo propone un’agenda di ricerca. In primo luogo, il quadro teorico esplora tre concetti cognitivi consolidati collegandoli alla ricerca sull’interazione uomo-computer e sui sistemi informativi. In secondo luogo, identifica i temi chiave di ricerca e propone metodologie per offrire strategie finalizzate all’indagine di questi fenomeni. In terzo luogo, evidenzia il potenziale della ricerca interdisciplinare e di politiche ben ponderate per garantire che l’adozione dell’IA sia in linea con il benessere umano, le considerazioni etiche e la sostenibilità. In ultima analisi, le intuizioni fornite motivano strategie praticabili per le organizzazioni, affinché l’IA nel lavoro sia progettata in modo centrato sull’uomo.
creator: Frederike Marie Oschinsky
creator: Thi Phuong Thao Nguyen
rights: Copyright (c) 2025 Frederike Marie Oschinsky, Thi Phuong Thao Nguyen https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 203
ending page: 222
doi: 10.36253/form-17122

Universities and companies’ partnerships: theoretical-operational models and successful projects for shared innovation
type: item
description: Technological innovation, accelerated by AI, requires a reformulation of partnerships between universities and companies, as well as a deep reflection on the educational and cultural value of such collaborations as a strategic lever for human and social progress. This article explores the extent to which these collaborations can respond to the demands of the global market and contemporary society by integrating the theoretical-methodological and operational approaches of educators and andragogists such as Knowles, Freire, Schön, and Mezirow with the principles of psychologists such as Gardner, Salovey, Mayer, and Goleman. Through the analysis of best practices from Italy and abroad, the article aims to demonstrate that educational paradigms centered on reflective learning, open innovation, and interdisciplinarity can be applied to advanced models of collaboration between academic institutions and organizations, contributing to the creation of resilient ecosystems oriented toward lifelong learning. Furthermore, a partnership model between universities and companies is proposed, integrating the aforementioned theoretical and operational approaches to promote more sustainable and inclusive collaborative practices. Partnership tra università e aziende: modelli teorico-operativi e casi di successo per un’innovazione condivisa. L’innovazione tecnologica, accelerata dall’IA, richiede una riformulazione delle partnership tra università e aziende, nonché una profonda riflessione sul valore educativo e culturale di tali collaborazioni come leva strategica per il progresso umano e sociale. L’articolo esplora in che misura queste collaborazioni possano rispondere alle richieste del mercato globale e della società, integrando gli approcci teorico-metodologici e operativi di educatori e andragogisti quali Knowles, Freire, Schön, Mezirow, con i principi di psicologi quali Gardner, Salovey, Mayer e Goleman. Attraverso l’analisi di best practices italiane e internazionali, si vuole …
creator: Flavia Di Donato
rights: Copyright (c) 2025 Flavia Di Donato https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 223
ending page: 237
doi: 10.36253/form-17154

Development of the sustainability strategy at the Baden-Wuerttemberg Cooperative State University (DHBW), Germany
type: item
description: This paper provides an overview of approaches to develop sustainability strategies in the university context and aims to contribute a participatory strategy development process in universities. In addition to the presentation of generic sustainability strategies and the process for developing a sustainability strategy, quality criteria for well-founded sustainability strategies are explained and the specifics of sustainability strategy development at universities will be examined. Using the example of the Baden-Wuerttemberg Cooperative State University (DHBW) in Germany as a university with an interlocked theory-practice transfer, a detailed description of its sustainability strategy development process is given. This is followed by a critical reflection on the strategy process and an indication of how the sustainability strategy will be implemented at the DHBW. The paper concludes with an outlook on further research in this context. Sviluppo della strategia di sostenibilità presso l’Università Statale Cooperativa del Baden-Württemberg (DHBW), Germania. Il contributo fornisce una panoramica degli approcci utili a sviluppare strategie di sostenibilità nel contesto universitario. Esso intende contribuire allo sviluppo di strategie partecipative nelle università. Oltre a presentare in termini generali le strategie di sostenibilità, vengono illustrati i criteri di qualità alla base di strategie di sostenibilità e le specificità correlate all’higher education. Utilizzando l’esempio dell’Università statale cooperativa del Baden-Württemberg (DHBW) in Germania, caratterizzata da una forte interconnessione tra teoria e pratica, il contributo intende analizzare il processo di sviluppo della strategia di sostenibilità realizzato nel contesto universitario del DHBW. Segue una riflessione critica sul processo strategico e un’indicazione sugli sviluppi futuri della strategia di sostenibilità presso il DHBW. Il contributo si conclude con una prospettiva su ulteriori ricerche in qu…
creator: Natascha Lina Mazzaro
creator: Petra Morschheuser
rights: Copyright (c) 2025 Natascha Lina Mazzaro, Petra Morschheuser https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 238
ending page: 254
doi: 10.36253/form-17182

A training experience for upskilling and reskilling corporate human resources
type: item
description: This work is part of a PhD project under the PON “Research and Innovation 2014-2020” program and was carried out in collaboration with Torello Trasporti S.r.l., a transport and logistics company based in Campania, with its main headquarters in Montoro (AV). Following the implementation of a Customer Relationship Management (CRM) system, the company identified the need to investigate the learning requirements of its employees to facilitate the use of the Microsoft Dynamics 365 CRM platform across various business areas. Based on this analysis, an online training course was designed to teach the use of the platform and highlight the importance of introducing a CRM system in business contexts. The aim of this contribution is to present the implemented training course and explain the results obtained. These results were assessed through tests and a semi-structured interview to gather more comprehensive feedback on the effectiveness of the training program. Un’esperienza di formazione per l’upskill e il reskill delle risorse umane aziendali. Il contributo si colloca all’interno di un progetto di ricerca elaborato per una borsa di dottorato PON “Ricerca e Innovazione 2014-2020”, svolto in partenariato con Torello Trasporti S.r.l., un’azienda di trasporti e logistica campana, la cui sede legale è situata a Montoro (AV). L’azienda, in seguito all’introduzione di un sistema di Customer Relationship Management (CRM), ha avvertito la necessità di indagare le esigenze formative dei dipendenti al fine di facilitare la diffusione in diversi reparti aziendali della piattaforma CRM Microsoft Dynamics 365. Sulla base dell’analisi dei bisogni, è stato progettato un percorso di formazione online volto alla promozione dell’uso della piattaforma e, in generale, a sensibilizzare circa l’importanza di un sistema di CRM nei contesti aziendali. Il contributo intende presentare il corso di formazione implementato, illustrandone i principali risultati: questi ultimi sono stati rilevati median…
creator: Roberta Scarano
creator: Iolanda Sara Iannotta
rights: Copyright (c) 2025 Roberta Scarano, Iolanda Sara Iannotta https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 255
ending page: 271
doi: 10.36253/form-17178

Bergmann’s new-work concept and the new work megatrend in the Covid-19 pandemic: a comparative analysis
type: item
description: The pandemic forced reactions to the world of work in Germany. The qualitative comparative analysis of four representative studies examines the extent to which the measures have influenced the work culture and which specific effects on the New Work megatrend can be identified. The results show that measures to contain the pandemic have a reinforcing effect on individual elements of New Work. Some of the studies analyzed show that there were already efforts to anchor New Work elements in individual companies before the pandemic. Short-term changes to the world of work do not necessarily have a long-term effect. This is also due to the fact that individual measures are not holistically integrated and cultural changes mean far-reaching change management with major efforts within the organization. The New Work megatrend differs from Frithjof Bergmann’s New Work concept from 1970, in which work can be something positive, empowering and wonderful through the flexibilization of work systems. Il concetto di new-work di Bergmann e il megatrend del nuovo lavoro nella pandemia di Covid-19: un’analisi comparativa. La pandemia ha imposto reazioni al mondo del lavoro in Germania. L’analisi qualitativa comparativa di quattro studi rappresentativi esamina quanto le misure hanno influenzato la cultura del lavoro e quali effetti specifici possono essere identificati sul megatrend del Nuovo Lavoro. I risultati mostrano che le misure di contenimento della pandemia hanno un effetto di rafforzamento sui singoli elementi del Nuovo Lavoro. Alcuni degli studi analizzati mostrano che gli sforzi per ancorare gli elementi del Nuovo Lavoro nelle singole aziende erano già in atto prima della pandemia. I cambiamenti a breve termine nel mondo del lavoro non hanno necessariamente un effetto a lungo termine. Ciò è dovuto anche al fatto che le singole misure non sono integrate in modo olistico e i cambiamenti culturali implicano una gestione del cambiamento di vasta portata con sforzi importanti all’…
creator: Claudia Winkelmann
rights: Copyright (c) 2025 Claudia Winkelmann https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 272
ending page: 287
doi: 10.36253/form-17151

Fostering agroecological knowledge through augmented reality-driven experiential learning
type: item
description: This study explored the potential of Augmented Reality (AR) to enhance agroecology education through experiential learning (EL). Using an AR authoring tool, twenty-four participants from two higher learning institutions engaged in hands-on learning activities. A qualitative thematic analysis of participant feedback and reflections gathered during the EL process revealed several opportunities: enhanced understanding and visualization of complex agroecological concepts, increased engagement through interactive experiences, and the use of AR as a research and communication tool. Key challenges included technical constraints, the learning curve for users, and the resources needed to develop effective AR materials. The findings suggest that AR can significantly enrich agroecology education by supporting various EL modes, though addressing these challenges is essential to ensure equitable and impactful adoption. The study concludes with recommendations for future research and development in AR-enhanced agroecology education. Förderung des agroökologischen Wissens durch Augmented Reality-gesteuertes Erfahrungslernen. Diese Studie untersuchte das Potenzial von Augmented Reality (AR) zur Verbesserung der Agrarökologie-Ausbildung durch experimentelles Lernen (EL). Unter Verwendung eines AR-Authoring-Tools nahmen vierundzwanzig Teilnehmer aus zwei höheren Bildungseinrichtungen an praktischen Lernaktivitäten teil. Eine qualitative thematische Analyse des Feedbacks und der Reflexionen der Teilnehmer, die während des EL-Prozesses gesammelt wurden, zeigte mehrere Möglichkeiten auf: ein besseres Verständnis und eine bessere Visualisierung komplexer agrarökologischer Konzepte, ein größeres Engagement durch interaktive Erfahrungen und die Nutzung von AR als Forschungs- und Kommunikationsinstrument. Zu den wichtigsten Herausforderungen gehörten technische Einschränkungen, die Lernkurve der Nutzer und die für die Entwicklung effektiver AR-Materialien erforderlichen Ressourcen. Die Erge…
creator: Deogratias Shidende
creator: Thomas Kessel
creator: Anna C. Treydte
rights: Copyright (c) 2025 Deogratias Shidende, Thomas Kessel, Anna C. Treydte https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 288
ending page: 299
doi: 10.36253/form-17176

The evaluation of a hybrid, dual study program based on students’ experiences
type: item
description: Hybrid learning is central in higher education, balancing innovation and tradition to meet diverse and global student needs. This study evaluates New Study – Germany’s first hybrid dual Bachelor’s program in Computer Science, combining online theory with structured industry training. Based on qualitative case study research, it explores what supports effective learning, how it compares to on-site study, and why students choose online formats. Semi-structured interviews with five students revealed six themes: enrolment motivations, social learning, teaching satisfaction, flexibility and study habits, and multicultural experiences. Flexibility improves accessibility, while strong teacher-student relationships drive engagement. Challenges include inconsistent digital pedagogy and limited informal peer exchange. Recommendations include structured in-person sessions, improved virtual platforms, and student-centred teaching. Hybrid dual education emerges as a flexible, sustainable model for the future of higher education. La valutazione di un programma di studio ibrido e duale basata sulle esperienze degli studenti. L'apprendimento ibrido è centrale nell'istruzione superiore, bilanciando innovazione e tradizione per rispondere alle esigenze di studenti globali e diversificati. Questo studio valuta "New Study" – il primo programma duale ibrido per un corso di laurea in Informatica in Germania, che combina teoria online con formazione strutturata in azienda. Basato su una ricerca qualitativa, esplora ciò che supporta un apprendimento efficace, come si confronta con lo studio in presenza e perché gli studenti scelgono i formati online. Le interviste semi-strutturate con cinque studenti hanno rivelato sei temi: motivazioni all'iscrizione, apprendimento sociale, soddisfazione rispetto alla didattica, flessibilità e abitudini di studio, esperienze multiculturali. La flessibilità migliora l'accessibilità, mentre solide relazioni docente-studente stimolano il coinvolgimento. Le s…
creator: Oona Rantamäki
creator: Kay Berkling
rights: Copyright (c) 2025 Oona Rantamäki, Kay Berkling https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 300
ending page: 317
doi: 10.36253/form-17198

Educational innovation and international mobility: a model for dual learning in Europe
type: item
description: Higher education in Europe faces increasing pressure to adapt to the rapidly evolving demands of the global labour market. Economic, technological, and social transformations are reshaping industries and job requirements, necessitating educational models that go beyond traditional academic instruction. By fostering practical skill development, promoting intercultural competence, and encouraging cross-sector partnerships, projects like the EuroDuaLE one, described in the paper, offer a forward-looking vision for the future of higher education in Europe. Not only exploring some of the outcomes of the EuroDuaLE project, this paper also highlights future opportunities for expanding and improving dual education models. Innovazione educativa e mobilità internazionale: un modello per l’educazione duale in Europa. L’istruzione superiore in Europa si trova ad affrontare una crescente pressione per adattarsi alle richieste in rapida evoluzione del mercato del lavoro globale. Le trasformazioni economiche, tecnologiche e sociali stanno rimodellando i settori e le esigenze lavorative, rendendo necessari modelli educativi che vadano oltre la tradizionale istruzione accademica. Favorendo lo sviluppo di competenze pratiche, promuovendo la competenza interculturale e incoraggiando i partenariati intersettoriali, progetti come quello di EuroDuaLE, descritto nel documento, offrono una visione lungimirante per il futuro dell’istruzione superiore in Europa. Oltre a esplorare alcuni dei risultati del progetto EuroDuaLE, questo documento evidenzia anche le opportunità future per espandere e migliorare i modelli di istruzione duale.
creator: Antonella Poce
creator: Luca Contardi
rights: Copyright (c) 2025 Antonella Poce, Luca Contardi https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 318
ending page: 334
doi: 10.36253/form-17167

A self-assessment scale for competencies of socio-pedagogical educators in L-19 degree programs
type: item
description: The transformations brought about by modern society are reshaping the world of work, creating new challenges and opportunities. In this context, educational work emerges as a multidimensional and flexible profession, crucial for delivering high-quality services. The combination of enhanced professionalization and the development of a clear professional identity directly impacts the quality of educational interventions. In this regard, the L-19 degree programs play a decisive role in defining training pathways aimed at preparing future professionals capable of feeling effective and competent in practice. This article aims to present a scale for the self-assessment of professional competencies upon completion of L-19 degree programs, highlighting the importance of such a tool in promoting reflective processes on individual professional development. This reflection represents a key element for individual professional growth and for improving the quality of educational services, fostering greater awareness of one’s abilities, a focus on improvement, and robust preparation to face the challenges of professional practice. Una scala per l’autovalutazione delle competenze di educatrici e educatori socio-pedagogici nei CdS L-19. Le trasformazioni dettate della società moderna stanno ridefinendo il mondo del lavoro, creando nuove sfide e opportunità. In questo contesto, il lavoro educativo emerge come una professione multidimensionale e flessibile, cruciale per la realizzazione di servizi di qualità. La combinazione tra il potenziamento della professionalizzazione e la costruzione di una precisa identità professionale si riflette direttamente sulla qualità degli interventi educativi. In questo senso, i Corsi di Studio (CdS) L-19 assumono un ruolo determinante nella definizione di percorsi formativi funzionali alla costruzione di future professioniste e professionisti in grado di sentirsi efficaci e competenti nella pratica. In questo articolo si intende presentare una scala p…
creator: Maria Grazia Rionero
rights: Copyright (c) 2025 Maria Grazia Rionero https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 335
ending page: 348
doi: 10.36253/form-17105

Working with pedagogical supervision: experiences and reflections of education professionals
type: item
description: The paper explores the role of pedagogical supervision in different educational contexts as a professional support tool that organizations promote to foster organizational learning and support effective workplace changes. The results of a qualitative survey of 39 educational professionals working in different contexts are presented, to explore their perceptions of supervision through semi-structured interviews. Reflective thematic analysis identified several categories describing the distinctive characteristics, benefits, and factors that make supervision effective, including: emotional and professional support, regularity of meetings, supervisor competence, and the importance of a structured approach to clear and defined goals. Lavorare con la supervisione pedagogica: esperienze e riflessioni dei professionisti dell’educazione. Il contributo esplora il ruolo della supervisione pedagogica nei diversi contesti educativi, come strumento di supporto professionale che le organizzazioni promuovono per favorire l’apprendimento organizzativo e sostenere cambiamenti efficaci nei luoghi di lavoro. Vengono presentati i risultati di un’indagine qualitativa condotta su 39 professionisti dell’educazione operanti in diversi contesti, con l’obiettivo di esplorare la loro percezione della supervisione attraverso interviste semi-strutturate. L’analisi tematica riflessiva ha permesso di identificare diverse categorie che descrivono le caratteristiche distintive, i benefici e i fattori che rendono la supervisione efficace, tra cui: il supporto emotivo e professionale, la regolarità degli incontri, la competenza del supervisore e l’importanza di un approccio strutturato per obiettivi chiari e definiti.
creator: Alice Femminini
creator: Irene Stanzione
rights: Copyright (c) 2025 Alice Femminini, Irene Stanzione https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 349
ending page: 363
doi: 10.36253/form-17089

The SFERA project: an integration of Service-Learning and Comprehensive Sexuality Education for a new training program
type: item
description: Service-Learning (SL) is an educational approach that combines learning and civic engagement with community service activities and structured educational objectives. The present work proposes the integration of SL and Comprehensive Sexuality Education (CSE), a lifelong learning process essential for living and expressing one's sexuality with awareness. The aim is to propose the SFERA project (from the Italian version: Sexuality, Training, Education, Respect, Affection) to address the gap in academic and pedagogic training. Including SL in teacher training on CSE would provide valuable tools to foster personal, social, tangible, and mindful change. Il progetto SFERA: un’integrazione tra Service-Learning e Educazione alla Sessualità per una nuova formazione. Il Service-Learning (SL) è un approccio educativo che coniuga apprendimento e impegno civico, con attività di servizio comunitarie e obiettivi didattici strutturati. Il presente lavoro propone l’integrazione del SL e dell’Educazione alla Sessualità (EaS), un processo lifelong learning fondamentale per vivere ed esprimere la propria sessualità con consapevolezza. L’obiettivo è di proporre il progetto SFERA (Sessualità, Formazione, Educazione, Rispetto, Affettività) per colmare la lacuna nel curriculum accademico. Includendo il SL nella formazione accademica e pedagogica sull’EaS, si offrirebbero strumenti utili per generare un cambiamento personale, sociale, concreto e consapevole.
creator: Chiara Salvatori
creator: Valeria Bruno
creator: Emiliane Rubat du Mérac
rights: Copyright (c) 2025 Chiara Salvatori, Valeria Bruno, Emiliane Rubat du Mérac https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 364
ending page: 379
doi: 10.36253/form-17118

Faculty Development and Universal Design for Learning: advancing inclusion in higher education
type: item
description: Universities play a key role in promoting equal opportunities and accessibility. This paper integrates two research areas: Faculty Development, encompassing teaching, professional development, and organizational dimensions, and Universal Design for Learning (UDL), aimed at designing inclusive learning environments. Drawing on two reviews, the study provides a synthesis of objectives, interventions, implementation methods, and impacts, aiming to reflect on future directions. This work represents the initial phase of the PRIN project “Design Accessibility Network to Enjoy University” (D.A.N.T.E.-U.) and outlines future directions for research and accessible teaching, engaging stakeholders and fostering transformative practices. Faculty Development e Universal Design for Learning: promuovere l'inclusione a livello universitario. L’università svolge un ruolo chiave nel promuovere pari opportunità e accessibilità. Questo contributo integra due ambiti di ricerca: il Faculty Development, con le sue dimensioni di didattica, sviluppo professionale e organizzazione, e lo Universal Design for Learning (UDL), per la progettazione di ambienti di apprendimento inclusivi. A partire da due rassegne, viene proposta una sintesi orientativa su obiettivi, interventi, modalità di implementazione e impatti, con l’intento di riflettere su possibili sviluppi futuri. Questo lavoro rappresenta la fase iniziale del progetto PRIN “Design Accessibility Network to Enjoy University” (D.A.N.T.E.-U.) e delinea direzioni future per la ricerca e la didattica accessibile, coinvolgendo stakeholder e promuovendo pratiche trasformative.
creator: Silvia Dell'Anna
creator: Francesco Marsili
creator: Alessia Bevilacqua
rights: Copyright (c) 2025 Silvia Dell'Anna, Francesco Marsili, Alessia Bevilacqua https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 380
ending page: 397
doi: 10.36253/form-17083

Student Well-Being: supporting well-being skills development for well-being in learning and professional contexts
type: item
description: The literature on well-being, especially post-pandemic, focuses on Student Well-being and the development of well-being skills to facilitate well-being in learning and professional contexts. The paper presents a research project developed as part of the teff Academy, Teacher Academy Erasmus+ aimed at promoting cooperation among stakeholders in initial and continuing teacher education. Precisely, the results of the first qualitative sub-phase of an exploratory mixed methods research with sequential architecture aimed at investigating whether and how university teaching can support the development of well-being skills valuable both during university and, later, in the professional context are presented. Student Well-Being: accompagnare lo sviluppo di well-being skills per il benessere nei contesti di apprendimento e professionali. La letteratura sul well-being, soprattutto post-pandemia si sta concentrando sullo Student Well-being e sullo sviluppo di well-being skills per il benessere nei contesti di apprendimento e professionali. Il contributo presenta un progetto di ricerca sviluppato nell’ambito della teff Academy, Teacher Academy Erasmus+ volta a promuovere la cooperazione tra i soggetti che si occupano della formazione iniziale e continua degli insegnanti. Precisamente, vengono presentati i risultati della prima sotto-fase qualitativa di una ricerca mixed methods esplorativa ad architettura sequenziale volta ad indagare se e come la didattica universitaria possa supportare lo sviluppo di well-being skills preziose sia durante il percorso universitario che, successivamente, nel contesto professionale.
creator: Daniela Frison
creator: Chiara Funari
rights: Copyright (c) 2025 Daniela Frison, Chiara Funari https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 398
ending page: 414
doi: 10.36253/form-17160

New Study: with participation to more learner-centredness
type: item
description: Current teaching approaches do not always seem to provide an adequate response to the challenges of the future, assuring that students acquire the necessary skills and mindset capable of adapting to emerging challenges. In the era of New Study, we need a shift from traditional teaching to a more learner-centred pedagogy. One important aspect of this is to actively engage students in the (re)design of the learning environment, giving them the freedom and responsibility to decide and contribute to the development, exploration, or evaluation of the learning process. New Study needs participation – an educator-student partnership as a collaborative and mutual process where all participants are given the equal chance to partake in shaping the learning environment. This article analyses the first exploration phase of the research project KoLLI, which analyses the role of participation in higher education and aims to develop a generic and flexible framework to enable participation at the course level. New Study: Mit Partizipation zu mehr studierendenzentrierter Lehre. Derzeitige Lehrkonzepte scheinen nicht immer eine angemessene Antwort auf die Herausforderungen der Zukunft zu geben und zu gewährleisten, dass die Studierenden die notwendigen Fähigkeiten und eine Denkweise erwerben, die es ihnen ermöglicht, sich an neue Herausforderungen anzupassen. Im Zeitalter von New Study brauchen wir eine Abkehr vom Frontalunterricht hin zu einer stärker auf die Lernenden ausgerichteten Didaktik. Ein wichtiger Aspekt dabei ist, die Studierenden aktiv in die (Neu-)Gestaltung des Lernumfelds einzubeziehen und ihnen die Freiheit und Verantwortung zu geben, diese zu entwickeln und mitzugestalten. New Study braucht Partizipation - eine Partnerschaft zwischen Lehrenden und Lernenden, bei dem alle Beteiligten die gleiche Chance haben, die Lernumgebung zu gestalten. In diesem Artikel stellen wir die erste Explorationsphase des Forschungsprojekts KoLLI vor, das die Rolle der Partizipation in de…
creator: Lars Ewald-Schleip
creator: Dennis Schulmeister-Zimolong
creator: Marie Tuchscherer
creator: Manfred Daniel
creator: Katja Wengler
rights: Copyright (c) 2025 Lars Ewald-Schleip, Dennis Schulmeister-Zimolong, Marie Tuchscherer, Manfred Daniel, Katja Wengler https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 415
ending page: 429
doi: 10.36253/form-17189

Recensione di “Gramigna, A. (2024). Pace e Rivolta. Educazione, coscienza ed emozione nel tempo dei conflitti globali. Volta La Carta.”
type: item
description: .
creator: Camilla Boschi
rights: Copyright (c) 2025 Camilla Boschi https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 537
ending page: 538
doi: 10.36253/form-17086

Career guidance for life: what skills for a new work culture?
type: item
description: This article presents a reflection on lifelong career guidance as a means to navigate labor transitions in a rapidly changing society. The discussion begins by highlighting a series of challenges and contradictions that characterize today’s labor market. By analyzing the megatrends that have the greatest impact on employment, the crucial role of the relationship between education and work is emphasized. This article contributes to the broader discourse on lifelong career guidance, advocating for a process that moves beyond corporate workers’ loyalty strategies to promote genuine and community-driven engagement. It supports a holistic and participatory approach aimed at strengthening autonomy, well-being, and sustainability in the workplace. Orientare per tutta la vita: quali competenze per una nuova cultura del lavoro? In questo articolo si presenta una riflessione sul tema dell’orientamento permanente come strumento per affrontare le transizioni lavorative nella società del cambiamento. Si avvia la riflessione a partire dall’evidenziare una serie di sfide e contraddizioni che animano, al giorno d’oggi, il mondo del lavoro. A partire dalla discussione dei megatrend che più hanno un impatto sul lavoro si evidenzia il ruolo cruciale del rapporto tra istruzione e lavoro. L’articolo si inserisce in un filone di riflessioni che riguarda l’orientamento permanente come processo che deve superare logiche aziendali di fidelizzazione del personale per promuovere un impegno autentico e comunitario, attraverso un approccio olistico e partecipativo che possa per rafforzare l’autonomia, il benessere e la sostenibilità nel mondo del lavoro. Keywords: career guidance; megatrends; career management skills; well-being; work culture.
creator: Miriam Bassi
rights: Copyright (c) 2025 Miriam Bassi https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 430
ending page: 442
doi: 10.36253/form-17181

Libraries and coworking orientation: a third space for learning
type: item
description: Libraries and new co-work processes have in common the trope of the third space. As a representation and transcendental condition for social innovation, the third space is a physical and digital ecosystem for generative and circular experiences. As community hubs, the interdisciplinary libraries must include all users, including non-territorial workers. They are local information centers and can be considered peripheral drivers to support new professional practices, flexible reorganizations, and the enhancement of soft skills. This contribution evaluates the global phenomenon of ‘coworking’ as a practice extensible in libraries, especially to expand opportunities for civil coexistence and propose new episodes of lifelong learning. It also suggests ways to continue the research process on logistics, dynamic literacies, serendipity accelerators, media activism, and in-betweenness. Biblioteche e orientamento al coworking: il terzo spazio per l’apprendimento. Biblioteche e nuovi processi di co-lavoro hanno in comune il topos del terzo spazio. Inteso come rappresentazione e condizione trascendentale per l’innovazione sociale, il terzo spazio è un ecosistema fisico e digitale per esperienze generative e circolari. Le biblioteche interdisciplinari, nel ruolo di community hub, sono chiamate a includere tutti i pubblici, compresi pertanto i lavoratori deterritorializzati. Sono centri informativi locali e come tali possono essere considerate driver periferici a supporto delle nuove pratiche professionali, della loro riorganizzazione flessibile e nel potenziamento di competenze trasversali. In questo contributo il fenomeno globale del ‘coworking’ è valutato come pratica estensibile nelle biblioteche, in special modo per ampliare le opportunità di convivenza civile e proporre nuovi episodi di apprendimento lungo l’arco della vita. Sono suggerite altresì piste per continuare il processo di ricerca in tema di logistica, dynamic literacies, serendipity accelerators, media activism…
creator: Viviana Vitari
rights: Copyright (c) 2025 Viviana Vitari https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 443
ending page: 455
doi: 10.36253/form-17180

The rise of corporate academies in higher education: how do universities fit into the equation?
type: item
description: Higher education is undergoing a significant transformation due to the exponential expansion of online courses and training pathways that have emerged in recent years. These developments have been driven by the evolving needs of workforce training and the broader digital transformation. Corporate Universities represent an alternative approach to education, filling a gap that most traditional academic institutions have left unaddressed due to the rapid changes of the modern world. In Europe, traditional universities have responded to the proliferation of learning environments with consortia and partnerships to deliver a variety of high-quality and competitive courses through shared MOOC platforms that reflect the continent’s linguistic diversity and commitment to lifelong learning. These initiatives, promoting collaboration among academic institutions, corporations, and policymakers, seek to ensure that everyone has access to a diversity of resources to support their learning and ongoing training, in accordance with European Union directives. The study aims to highlight the multifaceted evolution of learning and how academia is responding to today’s formative challenges. L’ascesa delle academy aziendali nell’istruzione superiore: come si delinea il ruolo delle università? L’istruzione superiore sta subendo una significativa trasformazione a causa dell’aumento esponenziale di corsi online e di offerte formative non convenzionali, emersi negli ultimi anni per rispondere alle esigenze dello sviluppo della forza lavoro e della trasformazione digitale. Le Academy Aziendali rappresentano un approccio alternativo all’istruzione, colmando un vuoto che molte università hanno lasciato irrisolto a causa dei rapidi cambiamenti del mondo moderno. In Europa, le università tradizionali hanno risposto alla proliferazione degli ambienti di apprendimento con consorzi e partnership per offrire una varietà di corsi di alta qualità e competitivi attraverso piattaforme MOOC condivise che …
creator: Claudia Baiata
rights: Copyright (c) 2025 Claudia Baiata https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 456
ending page: 467
doi: 10.36253/form-16749

More Places: students recreate school environments with artists and experts
type: item
description: Common school environments should be places of living in relationship with their inhabitants. Too often, however, they are nonplaces, transit spaces devoid of identity and aesthetic attention, far from being proponents of well-being. The More Places project involves teachers and pupils, with the support of artists and experts, in the re-constitution of these environments. The article describes some experiences developed in three comprehensive schools in Chioggia (VE), Scanzorosciate (BG) and Venice, focusing on theoretical foundations and educational and social implications and perspectives that emerged from field observations. Più Luoghi: alunne e alunni ricreano gli ambienti scolastici con artisti ed esperti. Gli ambienti comuni della scuola dovrebbero essere luoghi di vita in relazione con i suoi abitanti. Troppo spesso, tuttavia, sono nonluoghi, spazi di transito privi di identità e di attenzione estetica, lontani dall’essere fautori di benessere. Il progetto Più Luoghi coinvolge docenti e alunne-i, con il supporto di artisti ed esperti, nella ri-costituzione di questi ambienti. L’articolo descrive alcune esperienze sviluppate in tre istituti comprensivi di Chioggia (VE), Scanzorosciate (BG) e Venezia, concentrandosi su fondamenti teorici e su implicazioni e prospettive educative e sociali emerse dalle osservazioni sul campo.
creator: Luigi Airoldi
creator: Simonetta Boscolo Nale
creator: Anna Curci
creator: Rossana Quarta
creator: Paola Zanini
creator: Giovanna Barzanò
creator: Maria Beatrice Ligorio
rights: Copyright (c) 2025 Luigi Airoldi, Simonetta Boscolo Nale, Anna Curci , Rossana Quarta, Paola Zanini, Giovanna Barzanò, Maria Beatrice Ligorio https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 468
ending page: 479
doi: 10.36253/form-17304

Innovative teaching and role-play for the job placement of new doctors in specialist training
type: item
description: The work and training world are currently subjected to strong and fast technological innovations. Every year, Italian hospitals welcome hundreds of new residents who have to face the difficult transition from a predominantly academic role to a real working context. This path is often characterized by critical issues related to lack of knowledge of hospital policies and procedures, hospital infrastructures and interprofessional dynamics. In response to these challenges, the article proposes an innovative model based on the use of role-play and immersive technologies to facilitate the job placement process by reporting the case-history of a training experience conducted with 149 workers at the Fondazione Policlinico Universitario Campus Bio-Medico (since 2017). Didattica innovativa e role-play per l’inserimento lavorativo dei nuovi medici in formazione specialistica. Il mondo del lavoro e della formazione è, ad oggi, sottoposto a forti e rapide innovazioni tecnologiche. Ogni anno, gli ospedali italiani accolgono centinaia di nuovi specializzandi che devono affrontare il difficile passaggio da un ruolo prevalentemente accademico ad un contesto lavorativo vero e proprio. Questo percorso è spesso caratterizzato da criticità legate alla scarsa conoscenza delle politiche e procedure aziendali, delle infrastrutture ospedaliere e delle dinamiche interprofessionali. In risposta a queste sfide, l’articolo propone un modello innovativo basato sull’impiego del role-play e delle tecnologie immersive per facilitare il processo di inserimento lavorativo riportando la case-history dell’esperienza formativa condotta, su 149 specializzandi, presso la Fondazione Policlinico Universitario Campus Bio-Medico (fin dal 2017).
creator: Claudio Pensieri
creator: Cristiana Cardinali
creator: Rossana Alloni
creator: Maria Cinque
rights: Copyright (c) 2025 Claudio Pensieri, Cristiana Cardinali, Rossana Alloni, Maria Cinque https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 480
ending page: 490
doi: 10.36253/form-17172

The Montessori approach to sensory development in children with autism spectrum disorder: a case study
type: item
description: Recent studies suggest that communication and social interaction deficits in autism may be linked to atypical sensory processing. This case study examines the effectiveness of the Montessori approach in promoting sensory development in a 5-year-old child with Autism Spectrum Disorder (ASD) using three Montessori materials: the pink tower, solid insets, and a geometric shape box. Ethnographic and structured observations revealed improvements in fine motor skills, hand-eye coordination, attention span, and turn-taking. These findings highlight the potential of the Montessori method for sensory development in children with ASD, suggesting the need for further research in both school settings and future single-case studies. L’approccio Montessori per lo sviluppo sensoriale dei bambini con disturbo dello spettro autistico: uno studio di caso. Studi recenti suggeriscono che i deficit di comunicazione e interazione sociale nell’autismo potrebbero essere collegati a un’elaborazione sensoriale atipica. Questo studio di caso esamina l’efficacia dell’approccio Montessori nel promuovere lo sviluppo sensoriale in un bambino di 5 anni con Disturbo dello Spettro Autistico (ASD) utilizzando tre materiali Montessori: la torre rosa, gli incastri solidi e un cofanetto delle forme geometriche. Le osservazioni etnografiche e strutturate hanno rilevato miglioramenti nelle abilità motorie fini, nella coordinazione oculo-manuale, nell’attenzione e nell’attesa del proprio turno. Questi risultati evidenziano il potenziale del metodo Montessori per lo sviluppo sensoriale nei bambini con ASD, suggerendo la necessità di ulteriori ricerche sia in ambito scolastico che attraverso futuri studi single-case.
creator: Stefano Scippo
creator: Giulia Soriano
rights: Copyright (c) 2025 Stefano Scippo, Giulia Soriano https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 491
ending page: 501
doi: 10.36253/form-16726

Group interventions with adopted children: experiences from “Say, Do... Play!” working model and operational reflections
type: item
description: This article reports on five group interventions with adopted children aged 6-10 years at two Family Centres in Emilia-Romagna between 2021 and 2024. The interventions aimed to provide a secure environment for children to explore their adoption experiences through play, artistic expression, and peer interaction. Involving 29 participants, the sessions focused on fostering peer connections, reducing isolation, and helping children process adoption-related emotions. Creative activities promoted self-reflection and meaningful exchange. Feedback from participants and families showed positive outcomes, including increased emotional resilience, and understanding. The study suggests the effectiveness of group interventions in supporting adopted children’s emotional and social well-being and offers a replicable framework for adoption-focused support within community-based family services. Gruppi di parola con bambini adottati: esperienze del modello di lavoro “Dire, Fare… Giocare!” e riflessioni operative. Questo articolo riporta i risultati di cinque gruppi di parola con bambini adottati di età compresa tra i 6 e i 10 anni, svolti presso due Centri per le Famiglie in Emilia-Romagna tra il 2021 e il 2024. I percorsi avevano l’obiettivo di fornire uno spazio sicuro per permettere ai bambini di esplorare le proprie esperienze adottive attraverso il gioco, l’espressione artistica e l’interazione con i pari. Coinvolgendo 29 partecipanti, le sessioni si sono concentrate sul favorire i legami tra pari, ridurre l’isolamento e aiutare i bambini nell’elaborazione delle emozioni legate all’adozione. Le attività creative hanno promosso la consapevolezza e lo scambio significativo. I feedback ricevuti da partecipanti e famiglie hanno mostrato esiti positivi, tra cui un aumento della resilienza emotiva e una maggiore comprensione reciproca. Lo studio suggerisce l’efficacia degli interventi di gruppo nel sostenere il benessere emotivo e sociale dei bambini adottati e offre un modello rep…
creator: Christian Compare
creator: Alice Bernardi
rights: Copyright (c) 2025 Christian Compare, Alice Bernardi https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 502
ending page: 510
doi: 10.36253/form-16967

Lighting design as a possibility for the design of training and work spaces: a research proposal
type: item
description: The unstoppable transformation we are experiencing globally, fuelled by technological and social innovations (Mazali et al., 2023), is redrawing the boundaries between the worlds of work and education. Companies, public bodies and associations are faced with increasingly complex challenges in meeting the needs of an increasingly diverse workforce and the demands of a changing market (Cockayne, 2016). In an attempt to promote attention to change already in educational environments, we will therefore present a possible pilot study for the design of inclusive classrooms in the light of the new possibilities offered by technology, with the aim of improving accessibility and learning in the various educational contexts to enable schools and academies to adapt to the complex challenges of the present. Il lighting design come possibilità per la progettazione degli spazi formativi e lavorativi: una proposta di ricerca. L’inarrestabile trasformazione che stiamo vivendo a livello globale, alimentata dalle innovazioni tecnologiche e sociali (Mazali et al., 2023), sta ridisegnando i confini tra il mondo del lavoro e quello dell’istruzione. Le aziende, gli enti pubblici e le associazioni devono affrontare sfide sempre più complesse per soddisfare le esigenze di una forza lavoro sempre più diversificata e le richieste di un mercato in continua evoluzione (Cockayne, 2016). Nel tentativo di promuovere l’attenzione al cambiamento già negli ambienti educativi, presenteremo quindi un possibile studio pilota per la progettazione di aule inclusive alla luce delle nuove possibilità offerte dalla tecnologia, con l’obiettivo di migliorare l’accessibilità e l’apprendimento nei vari contesti educativi per consentire a scuole e università di adattarsi alle complesse sfide del presente.
creator: Paolo Creati
creator: Antonio Cuccaro
creator: Chiara Gentilozzi
rights: Copyright (c) 2025 Paolo Creati, Antonio Cuccaro, Chiara Gentilozzi https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 511
ending page: 524
doi: 10.36253/form-17107

Artificial Intelligence and avatar for the perception and interpretation of class heterogeneity
type: item
description: In the Teaching Technologies Laboratory of the second year of the Bachelor of Science in Primary Education program at the University of Foggia (a.y. 2023/24), an activity aimed at exploring the use of Artificial Intelligence (AI) in educational contexts was proposed. The activity involved future teachers in the creation of avatars representative of classroom imagery, with the aim of investigating the perception of heterogeneity. This paper analyzes the prompts developed by the working groups and the avatars generated to examine students’ and AI’s perceived representations of diversity. This analysis aims to better understand the dynamics of diversity representation in education to stimulate inclusive processes already in teacher education. Intelligenza Artificiale e avatar per la percezione e l’interpretazione dell’eterogeneità della classe. Nel Laboratorio di Tecnologie Didattiche del secondo anno del corso di laurea in Scienze della Formazione Primaria presso l’Università di Foggia (a.a. 2023/24), è stata proposta un’attività finalizzata a esplorare l’utilizzo dell’Intelligenza Artificiale (IA) in contesti formativi. L’attività ha coinvolto i futuri insegnanti nella creazione di avatar rappresentativi dell’immaginario di classe, con l’obiettivo di indagare la percezione dell’eterogeneità. Il presente contributo analizza i prompt elaborati dai gruppi di lavoro e gli avatar generati, al fine di esaminare le rappresentazioni della diversità percepite dagli studenti e dall’IA. Questa analisi mira a comprendere meglio le dinamiche di rappresentazione della diversità nell’ambito educativo per stimolare processi inclusivi già nella formazione docente.
creator: Angelo Basta
creator: Marilena di Padova
rights: Copyright (c) 2025 Angelo Basta, Marilena di Padova https://creativecommons.org/licenses/by-nc-nd/4.0
license: https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-31
publication date: 2025-03-31
volume: 25
number: 1
starting page: 525
ending page: 536
doi: 10.36253/form-17184