ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
Not a member yet
636 research outputs found
Sort by
SENTIMENTAL EDUCATION AND STORYTELLING: THE MEETING BETWEEN THE MASTER IN THEATRE, PEDAGOGY AND DIDACTICS AND THE CAMPANIA THEATRE FESTIVAL
Full text linkThe growing challenge for the current generation is to experience emotions that are not mediated by social media; therefore, new educational approaches should aim to enhance emotional and sentimental education within learning processes. The workshop held as part of the Campania Teatro Festival, aimed at students of the Master's program in Theatre, Pedagogy, and Didactics, explored, through a narrative and practice-based research approach, the effectiveness of theatrical practices in strengthening emotional, relational, and creative skills
ROLES OF PHYSICAL EDUCATION TEACHERS AND COACHES IN ANTI-DOPING EDUCATION
Full text linkDoping in sport requires clear, long-term educational strategies. Physical education teachers and coaches have distinct but complementary roles in shaping ethical values in athletes. The World Anti-Doping Agency (WADA) promotes clean sport through digital tools like the Sport Values in Every Classroom toolkit and ADEL, which support teachers and coaches in delivering accessible, value-based learning to help athletes make informed decisions from an early stage of their development
BETWEEN ENTHUSIASM AND RESISTANCE: PERCEPTIONS OF AI IN TEACHER EDUCATION
Full text linkThis contribution explores pre-service teachers’ perceptions of AI, analyzing the factors (familiarity, limitations, ethical concerns) that influence its acceptance and use. The study adopts a convergent mixed-methods research design. The results highlight both enthusiasm and uncertainty, underscoring the need for critical reflection on the human-AI relationship and on ethical and inclusive models – such as UDL – to enhance the integrative (and non-substitutive) function of AI
REFLECTING ON THE LATEST PIAAC DATA. WHAT EDUCATION AND SKILLS WITHIN THE LIFELONG LEARNING PERSPECTIVE
Full text linkThe results of the second OECD PIAAC survey (OECD, 2024a) show, like or worse than the first, low levels of adults literacy and skills, both in the OECD average and for Italy, which undermine their active and conscious participation. personal and social well-being and inclusion. These results are even more worrying in view of the many interventions, at the level of international and national educational agendas and policies, addressed to adults. How, then, can adult education be rethought today
EDUCATING FOR WELL-BEING THROUGH OUTDOOR EDUCATION: THE ROLE OF NON-COGNITIVE SKILLS
Full text linkThe paper examines the role of Outdoor Education in fostering student well-being, understood as a core non-cognitive competence. After outlining the concept of well-being in relation to learning processes, theoretical and empirical studies are reviewed that highlight the positive impact of outdoor activities on resilience, self-esteem, and inclusion. Outdoor Education emerges as a structural practice for a more equitable, sustainable, and generative school, able to enhance the potential of every student
OUTDOOR EDUCATION AND UNIVERSAL DESIGN FOR LEARNING: RESEARCH PERSPECTIVES AND GUIDELINES FOR INCLUSIVE TEACHING PRACTICES
Full text linkOutdoor Education is a teaching strategy that plays a key role in promoting inclusive learning, particularly when combined with the principles of Universal Design for Learning (Moscato & Pedone, 2024). This paper explores how the UDL framework can be integrated into Outdoor Education practices, demonstrating how its three fundamental principles - engagement, representation, and action/expression - can be used to create flexible, accessible, and motivating learning environments. Starting with a review of the scientific literature, the paper demonstrates how Outdoor Education, supported by the Universal Design for Learning model, can promote students' overall cognitive, motor, emotional and social development, while also stimulating curiosity, resilience and empowerment (Kelly et al., 2022). The paper provides operational Guidelines for designing inclusive outdoor experiences that consider individual differences and systemic barriers, contributing to the development of an equitable education system structured for the success of all
TEAM-BASED LEARNING (TBL): BETWEEN MAIEUTICS AND EDUCATIONAL DESIGN
Full text linkThe article deepens the topic of Team-Based Learning (TBL), as a possible teaching method useful for designing learning-teaching processes according to the distinctive features of positive interdependence, work in small groups and cooperative learning. The key constructs of educational guidance, reflexivity in action and teach design are here problematized in a perspective that tries to decline the pedagogical and didactic perspectives
“YOUTH SOCIAL INCLUSION AND REFUGEES INTEGRATION THROUGH DANCE-BASED INTERVENTIONS - YOU DANCE”: AN EXPLORATORY RESEARCH
Full text linkThis paper aims to present the results of an exploratory research conducted in 2024-2025 within the Erasmus+ Youth social inclusion and refugee integration through dance-based interventions - YOU DANCE project. Studies show how dance can become a form of personal narration that can be translated into the body (Gallese, 2011). Dance promotes non-verbal communication (Kaeppler, 1981) thanks to the neural mechanisms that underlie the understanding of emotions (Gallese et al., 2009). Dancing increases awareness of both one's body and one's emotional states, motivations, and intentions, an aspect that makes it a device capable of stimulating better self-intimation as well as social cohesion (Gomez & Danuser, 2007). Through a qualitative-quantitative approach, the research investigated the role of dance-based body-motor activities in promoting the processes of social and cultural inclusion of young people, especially refugees
TEACHING ACADEMIC WRITING ONLINE: AN INNOVATIVE SYNTHESIS OF PROCESS- AND PRODUCT-ORIENTED APPROACHES
Full text linkThis article presents an innovative, theory-based framework for teaching academic writing in fully online settings. The framework blends product- and process-based approaches in an adaptable and scalable course model. The flexible backward design framework adopts and adapts the elements of learner-centered approach to meet students’ needs and address distance learning challenges. The proposed model integrates digital formative assessments, scaffolding, peer collaboration, and reflection.
THE EDUCATIONAL VALUE OF PCTO: THE TUTOR'S ROLE IN PROMOTING CRITICAL REFLECTION AND THE DEVELOPMENT OF TRANSVERSAL AND STRATEGIC SKILLS
Full text linkCurrent legislation (Law 107/2015; Legislative Decree 77/2005; MIUR, 2019) assigns an educational and guidance function to PCTO (Paths for Transversal Skills and Orientation), with the aim of developing transversal skills that are also instrumental in shaping a professional identity (Margottini, 2019). Fostering the development of a strong and conscious professional identity is a key factor in personal fulfillment and the enhancement of self-esteem. Strategic skills also contribute to achieving this goal, and from this perspective, it becomes essential to promote constructive, self-regulated, and collaborative learning methods, in order to foster what Pellerey (2017) defines as "adaptive competence". Properly trained, the tutor (Ministerial Decree No. 328/2022) can design individualized educational activities centered on reflection. In other words, these are activities aimed at student groups who, despite having undertaken different PCTO experiences, exhibit a similar command of strategic competencies (Pellerey, M. 2021). To determine such groupings, the perceived mastery of strategic skills could be assessed through the QSA, and subsequently, students could be classified using cluster analysis.