ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
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BREAKING BORDERS: JINEOLOJî INSIGHTS INTO AI AND HOLOGRAPHIC LEARNING ENVIRONMENTS
Full text linkDrawing on the socio-pedagogical transdisciplinary field study conducted over three years on the Italian ecofeminist movement and its practical and theoretical connections with Kurdish ecofeminism and Kurdish Jineolojî, the paper aims to contribute to the debate on the profound mutations of didactics and special pedagogy through AI and immersive learning environments by reporting on the results of testing the SHOV ('Synchronous Holographic Video Call') application developed within the research: the tool allows real "bodies", AI-animated holographic objects and live holographic bodies to interact in real time and "in presence" in a single hybrid holographic ecosystem, via video call from a smartphone, managed by any open source platform
UDL CRITERIA, INDICATORS AND STRATEGIES TO MAKE STUDY CONTENT ACCESSIBLE TO THE UNIVERSITY
Full text linkIn recent years, universities have witnessed increasing student diversity, prompting a need to rethink educational pathways through an inclusive lens. Universal Design for Learning (UDL) offers a proactive approach to accessibility, but its application remains limited.This paper presents an initiative within the PRIN D.A.N.T.E.-U project, aimed at supporting faculty in adopting UDL principles to promote accessible teaching that fosters participation, academic success, and a sense of belonging for all
UDL AS A THEORETICAL APPROACH TO DECONSTRUCTING BIAS AND STEREOTYPES IN TEACHER EDUCATION: EXPERIENCES OF USING COMICS IN UNIVERSITIES
Full text linkStereotypes and biases, the result of socialization processes and cultural structures to which humans are exposed from birth, influence educational practice in an pervasive, though often unconscious, manner (Amodio, 2014). It is therefore imperative to cultivate a critical awareness of these processes to facilitate the creation of more equitable learning environments and inclusive educational relationships.The following paper, which is part of a broader research project, examines the impact of combining visual storytelling and critical reflection on teachers in training during some workshops of the course "Inclusive Pedagogy and Disability Studies" (RomaTre University), which aims to provide knowledge and tools for intersectional analysis of social hierarchies.The analysis employs a combination of visual storytelling techniques and critical reflection, a methodology that has been found to be effective in previous studies (Moretti & Scavarda, 2021). The incorporation of comics, which adhere to the principles of Universal Design for Learning (CAST, 2024; Guerini et al., 2025; Centrone et al., 2025), has been demonstrated to be a highly effective medium for acquiring critical analysis skills and fostering intersectional deconstruction of prejudices that underpin forms of discrimination within educational setting
DIGITAL SKILLS OF TEACHERS IN THE AGE OF ARTIFICIAL INTELLIGENCE
Full text linkAs required by the EU guidelines and DigCompEdu, the use of AI requires the adoption of critical thinking on the risks and opportunities of technology. Understanding the “grammar” of algorithms is essential for digital literacy. In this context, research on the level of competence, perception and use of AI and digital technologies in inclusive teaching by teachers fits in
OUTDOOR LEARNING AND DIGITAL GAMIFICATION: EDUCATIONAL TECHNOLOGIES FOR SUSTAINABLE AND AWARE LEARNING
Full text linkThe integration of outdoor learning and digital gamificationopens new perspectives for addressing contemporaryeducational challenges, shaped by social acceleration, digitaltransformation, and ecological urgency. Throughpraxeological approaches and media literacy practices, ithighlights how nature, technology, and ludic dynamics canfoster inclusive and sustainable learning environments,promoting critical and ecological citizenship
COOPERATIVE LEARNING AS A RESOURCE TO ENGAGE STUDENTS IN INCLUSIVE EDUCATIONAL ECOSYSTEM
Full text linkIn an ever-changing educational context, the adoption of Universal Design for Learning principles enables a natural inclusion process, in which the focus shifts from intervention on the difficulty to its prevention (Zhang et al., 2024). In the context of the Istituto Comprensivo Tivoli I, the importance of the teachers' role in consolidating adaptive and flexible teaching approaches is explored, with particular attention to the use of Cooperative Learning (CL). The results that emerged highlight improvements in the teaching effectiveness, and in students’ participation and relational and cognitive developmen
DIVERSITY MANAGEMENT AND TECHNOLOGY-SUPPORTED SCHOOL WELCOMING: RESULTS OF A SCOPING REVIEW
Full text linkThe paper explores the use of technology in schools to meet the needs of migrant students with diverse cultural backgrounds and language skills. Through a literature review and analysis of Diversity Management models, it outlines the process and results related to the inclusion of linguistically disadvantaged students. The study provides guidelines for inclusive digital teaching that supports student growth in multicultural school environments.
BODY, MOVEMENT, AND INCLUSION: NEW PERSPECTIVES IN PRIMARY EDUCATION
Full text linkPhysical Education is configured as a qualitative teaching approach that promotes individual growth and social inclusion, requiring a procedural habitus able to facilitate access to physical activity for all students. Based on these premises, this contribution highlights the need for a quantitative approach to address current psycho-physical deficiencies, proposing integrated strategies following the presentation of screening data from a total sample of 772 students
PUPILS CO-DESIGNING THE EDUCATIONAL-DIDACTIC CURRICULUM IN THE UNIVERSAL DESIGN FOR LEARNING PERSPECTIVE
Full text linkThe Universal Design for Learning (UDL) (CAST, 2006; 2011; 2018) is an approach that focuses on the individual variable (Malaguti, Augenti & Pastor, 2023), with respect to which diversity is regarded as a value element that substantiates the uniqueness and originality of each person. The contribution proffers reflections on the significant contribution that UDL could have within the design of the school curriculum from an inclusive perspective (Straniero, 2023). The present study constitutes the initial phase of a research-education programme (Asquini, 2018), in which teachers and pupils of an inclusive institute collaboratively develop the design of teaching activities
LIFELONG EDUCATION AND WELL-BEING: PROMOTING ACTIVE AGING IN THE TRANSITION FROM WORK TO RETIREMENT
Full text linkThe AGER project explores successful retirement transitions among upper secondary school teachers and university, promoting physical well-being, self-efficacy, and existential redesign. Research, conducted through quantitative and qualitative methods, examines functional aspects and lifestyles, with a focus on Lifecomp and the role of the professional context in their development. The hypothesis is that the integration of these elements may support effective transitions and active aging.