Università del Salento: ESE - Salento University Publishing
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Requisiti di accesso alla professione di educatore nei servizi educativi dell’infanzia dopo l’entrata in vigore della Legge ordinistica. Una prospettiva interpretativa
Full text linkThe implementation of Law 55/2024, which introduces the registers for professional socio-pedagogical educators and pedagogists, brings up issues about the criteria for entering educational professions. Specifically, it prompts the question of how the new law changes the qualifications required for becoming an educator in early childhood education services as defined in Legislative Decree 65 of 2017. This essay aims to offer interpretive solutions for the combined provisions of these regulations, suggesting how the criteria for entering the profession of educator in early childhood education services should be interpreted once the professional socio-pedagogical educators' register is established
Drop-out in online Univeristy: Anaysis of determinat factora and the role of Educational Technologies
No full textOver the past decade, the phenomenon of drop-out in online universities has garnered increasing attention due to the unique challenges these institutions face compared to traditional universities. This systematic review examines the key factors influencing student attrition in online universities, highlighting the critical role of intrinsic motivation and academic support. Analysis of recent studies reveals that sociodemographic variables, such as age, gender, and socioeconomic background, significantly affect the risk of drop-out. Furthermore, the review explores how implementing innovative technologies, such as digital guidance platforms and virtual tutoring systems, can enhance student motivation and reduce attrition rates. The findings suggest that targeted interventions and the integration of technological tools may serve as effective strategies to address the drop-out issue in online universities. This review offers recommendations for future research and educational practices aimed at promoting student retention and academic success in online learning environments
Apprendimento game-based per lo sviluppo sostenibile e prosociale. Il progetto Itinera come sperimentazione di hub di educazione diffusa
Full text linkIl concetto di povertà educativa e culturale (Nuzzaci et al., 2020; Iavarone&Girardi, 2018), conseguenza della crescente diminuzione di continuità e relazionalità nella nostra contemporaneità, richiedono interventi che superino i confini tra educazione formale e non formale. La Pedagogia Civile (Iavarone, 2019,2022) in sinergia con la Pedagogia Sociale (Sarracino, Striano, 2002; Alessandrini, 2003; Blezza, 2005; Tramma, 2010; Orefice, 2011) si fondono nel più ampio concetto di educazione diffusa (Mottana&Campagnoli, 2020), capace di riconnettere tempi, spazi, persone e luoghi del momento educativo. Il presente contributo vuole essere una restituzione del progetto pilota Itinera, avviato a Napoli, un dispositivo pedagogico che, attraverso l’approccio didattico VAK (visual, auditory, kinesthetic), utilizza il gioco e la sensorialità per sviluppare competenze pro-sociali e metacognitive. L’educazione diffusa, infatti, integrando teoresi e prassi in situazione, guarda all’apprendimento come processo relazionale e trasformativo per la costruzione di comunità di pratica riflessive (Wenger, 1998) e di ricerca continua
Inclusion, Didactics and Education: “Fairer Coaching” as a training program for european coaches”
Full text linkAbstract: The theoretical premise surrounding the concept of fair coaching as a central educational focus in training coaches across European countries, is grounded in the understanding that a coach's role extends beyond merely directing athletic performance; it encompasses creating an inclusive, equitable environment for all athletes with the aim of letting the same athletes flourishing as human beings firs
