The European LifeComp model between Embedded Learning and Adult Education Vanna Boffo, Maria Luisa Iavarone, Sara Nosari, Antonella Nuzzaci 1-4 PDF DOI: https://doi.org/10.36253/form-14245
On competences, and in particular on personal competences often called soft skills: their role in the world of work Michele Pellerey 5-20 PDF DOI: https://doi.org/10.36253/form-14185
The role of culture in enhancing well-being and soft skills: from passive to active participation Alessandra Passaretti, Luigi Aruta, Chiara Scuotto, Ferdinando Ivano Ambra 21-35 PDF DOI: https://doi.org/10.36253/form-13761
The e-Portfolio: a systematic review of the Italian educational research Ludovica Fanni 36-51 PDF DOI: https://doi.org/10.36253/form-13501
Developing novel life skills and experiences: a pilot study with Functional Advanced Didactics Santolo Ciccarelli, Chiara Scuotto, Luigi Aruta, Francesco V Ferraro, Maria Luisa Iavarone 52-68 PDF DOI: https://doi.org/10.36253/form-13731
Improving personal and social skills through motor activity supported by gaming technology Natale Marzullo, Francesco Tafuri 69-78 PDF DOI: https://doi.org/10.36253/form-13562
Knowledge and skills. A possible meeting Marco Piccinno 79-88 PDF DOI: https://doi.org/10.36253/form-13070
Popular education before and after covid: Neapolitan experiences Mariarosaria De Simone, Marta Papulino 89-100 PDF DOI: https://doi.org/10.36253/form-13402
Maker Education and semplexity. Rethinking education to address emerging complexity Francesca Gratani, Lorenza Maria Capolla 101-111 PDF DOI: https://doi.org/10.36253/form-13643
Soft skills and general education Andrea Cegolon 112-122 PDF DOI: https://doi.org/10.36253/form-13757
The non-cognitive skills in international studies: features and critical aspects Stefania Nirchi 123-131 PDF DOI: https://doi.org/10.36253/form-13798
Teaching Sports and Exercises Science: experiences and life skills of a lecturer Francesco V Ferraro 132-140 PDF DOI: https://doi.org/10.36253/form-13503
Life Skills as a resource to start inclusion processes at school: a study on TFA participants Marta Cecalupo, Daniela Di Donato 141-150 PDF DOI: https://doi.org/10.36253/form-13625
Digital transition: promotion and development of transferable skills within the company Iolanda Sara Iannotta, Roberta Scarano 151-160 PDF DOI: https://doi.org/10.36253/form-13636
Gamification as a tool for learning and assessment of soft skills at school Natalia Altomari, Antonella Valenti 161-169 PDF DOI: https://doi.org/10.36253/form-13765
Guide the professional development of a newly hired secondary school teacher. A collaborative research in Tuscany. Giovanna Del Gobbo, Daniela Frison, Luca Salvini, Rossella Bonistalli, Pietro Di Martino, Donatella Fantozzi, Emilio Mariotti, Vera Montalbano, Giovanni Roberi 170-187 PDF DOI: https://doi.org/10.36253/form-13842
Life skills and Green Transition: the design of a university course Sabina Falconi 188-197 PDF DOI: https://doi.org/10.36253/form-13843
Italian Universities’ actions targeting refugees, asylum seekers, and migrants: an initial mapping Francesco De Maria, Clara De Vincenzi, Bruna Ferrara 198-212 PDF DOI: https://doi.org/10.36253/form-14237
Recensione. Turrini O. (Ed.) (2022). Individuazione, validazione e certificazione delle competenze. Diritti e scenari futuri. FrancoAngeli. Elena Sposato 213-214 PDF DOI: https://doi.org/10.36253/form-14217
