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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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Form@re is a Diamond Open Access Journal     
 
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Current IssueVol 26, No 1 (2026): Evaluating the experience and impact of Learning Cities. From reporting to transformative capacity: criteria, evidence, comparability

Published July 27, 2026

Table of Contents

Editorial

Experience and impact of Learning Cities. From reporting to transformative capacity: criteria, evidence, comparability
Arne Carlsen, Raúl Valdés Cotera, Piergiuseppe Ellerani
1-14
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DOI: https://doi.org/10.36253/form-20898

Invited Articles

Learning Cities as agentive educational ecosystems: Public value of connections, social justice and participatory methods
Piergiuseppe Ellerani
15-42
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DOI: https://doi.org/10.36253/form-20150
Governance in Learning Cities in Italy. Evaluation Report
Paolo Federighi, Arne Carlsen, Raúl Valdés-Cotera
43-60
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DOI: https://doi.org/10.36253/form-20527

Articles

The Learning City as a context for developing university employability
Davide Di Palma
61-76
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DOI: https://doi.org/10.36253/form-19708
Participation in learning opportunities available in the city and perception of employability: The role of perceived inclusiveness
Gianluca Gravino, Emma Saraiello, Maria Giovanna Tafuri
77-86
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DOI: https://doi.org/10.36253/form-19713
The participatory teaching approach to stimulate lifelong learning
Giovanna Scala, Francesco Tafuri, Fabrizio Liguori
87-99
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DOI: https://doi.org/10.36253/form-19726
Participatory methodologies for evaluating and improving Learning City policies
Fabiola Palmiero, Giovanni Tafuri, Generoso Romano
100-117
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DOI: https://doi.org/10.36253/form-19721
From territorial networks to the Learning City: Impact evaluation of a socio-educational project in a learning community
Flavio Brescianini, Elena Luppi
118-135
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DOI: https://doi.org/10.36253/form-19778
Learning Cities and educational inclusion from a capability-oriented perspective
Mariagrazia Verbicaro, Patrizia Oliva
136-151
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DOI: https://doi.org/10.36253/form-19752
Cuando la voz no se convierte en dato. Género, espacio y participación en las políticas de aprendizaje urbano
Natalia Acuña Betancourt, Luca Baraldi
152-170
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DOI: https://doi.org/10.36253/form-19788
Rethinking the city as a learning space: A systematic review
Francesca Buccini
171-181
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DOI: https://doi.org/10.36253/form-19792
Roles of universities in formulating sustainable Learning Cities as ecosystems
Balázs Németh
182-199
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DOI: https://doi.org/10.36253/form-19846
What do Learning Cities add? Rethinking impact, evaluation, and governance
Michael Osborne, Roberta Piazza, Nematollah Azizi
200-213
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DOI: https://doi.org/10.36253/form-19729
Radical care and Learning Cities. Models and practices against symbolic desertification in the Salento plague
Chiara Agagiù
214-228
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DOI: https://doi.org/10.36253/form-19777
Cultural heritage as a key to engagement and participation in Learning Cities programmes
Alessandra De Nicola, Franca Zuccoli
229-237
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DOI: https://doi.org/10.36253/form-19784
From carbon invisibility to the urgency of thirst: Environmental pedagogy and the materiality of climate change
Airton Gustavo Viana da Silva
238-248
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DOI: https://doi.org/10.36253/form-19787
Acceptance of Generative Artificial Intelligence in education: Preliminary evidence on the Italian TAM-GenAI Scale
Marco Giganti, Federica Baroni, Paolo Barabanti, Marco Lazzari
249-266
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DOI: https://doi.org/10.36253/form-19737
Deciding with care: Recommendations for appropriate placements in residential youth care
Chiara Monti, Laura Palareti
267-281
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DOI: https://doi.org/10.36253/form-19745

Practices / Considerations

The ecosystem of the Learning City: Genealogy, governance, and resilience challenges in the Unesco paradigm
Valentina Pagliai
282-291
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DOI: https://doi.org/10.36253/form-19750
Learning Cities and Identity Politics: Reflections from the borders
Matteo Carlomagno
292-298
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DOI: https://doi.org/10.36253/form-19768
Assessing the experience and impact of Learning Cities: the case of Casetta Rossa (Rome)
Francesca Audino
299-304
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DOI: https://doi.org/10.36253/form-19809
Learning cities in inner areas: The FestaSaggia case study
Giulia Biagi
305-314
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DOI: https://doi.org/10.36253/form-19851
Wiring for wisdom: CBD metrics for balanced aesthetic education
Annie Tubadji, John Meredith
315-328
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DOI: https://doi.org/10.36253/form-19751
Education professionals’ well-being: First results from an exploratory research in Tuscany
Chiara Funari, Daniela Frison
329-342
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DOI: https://doi.org/10.36253/form-19783
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