ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
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GIFTEDNESS AND TEACHERS’ PROFESSIONAL CULTURE IN ITALY: A SURVEY ON REPRESENTATIONS FROM SYNECOLOGICAL PERSPECTIVE
Full text linkThe study investigates knowledge, representations, and attitudes of 5.087 Italian teachers and future teachers toward giftedness, interpreted from a synecological perspective as a resource for the balance of educational ecosystems. The quali-quantitative analysis conducted reveals a theoretical recognition of the specific needs of gifted students, however accompanied by resistance toward structured operational strategies, with significant variations across school levels. Direct experience with high-potential students seems to influence professional dispositions. The results highlight the necessity of systemic training interventions that support the translation of recent Italian legislation into coherent and widespread educational practices
VIRTUAL INTERACTIVE LABS TO IMPROVE ONLINE EDUCATIONAL EXPERIENCES: PROTOTYPING A SERIOUS GAME FOR DEVELOPMENTAL PSYCHOLOGY STUDENTS
Full text linkVirtual labs are gaining relevance in education,offering interactive environments that replicate real life situations in a controlled way.Studies show that such labs can be as effective as traditional ones in learning processes,allowing students to achieve similar results to physical experimental settings.In this framework is LEILA,a virtual laboratory designed to experiment and teach learning theories and practices.Using advanced digital technologies,it allows to conduct experiments and analyse cognitive processes in simulated educational environments.LEILA follows a didactic path:introductory videolesson,interactive screen,serious game,evaluation questionnaire.This approach improves theoretical understanding and develops practical skills through simulations of real psychopedagogical situations.The integration of LEILA into courses represents a step forward in adopting innovative teaching strategies,utilizing digital technologies to enhance the effectiveness of teaching and learning
OUTDOOR LEARNING AND AUTISM SPECTRUM DISORDER: COMPETENCES AND SUPPORTS FOR EFFECTIVE SKILL GENERALIZATION
Full text linkL'integrazione dell'ambiente naturale nel curriculum scolastico rappresenta un'efficace strategia inclusiva per promuovere la curiosità, la creatività e l'apprendimento esperienziale negli studenti con Disturbo dello Spettro Autistico. L'apprendimento all'aperto offre contesti multisensoriali che supportano la regolazione emotiva, l'attenzione e la motivazione, riducendo al contemporaneo la sovrastimolazione tipica degli ambienti indoor. Secondo Cottini (2022), l'inclusione si ottiene adattando il contesto di apprendimento alle esigenze degli studenti e gli studi recenti mostrano come la modellazione video e la realtà aumentata possono migliorare le esperienze naturali e renderle più accessibili (Cottini et al., 2023). Le attività basate sulla natura promuovono anche le competenze sociali e comunicative, come documentato da Tombolini e Langher (2024), che riportano i benefici clinici dei percorsi educativi all'aperto. Inoltre, Zappalà (2022) sottolinea la necessità di progetti ecologici e ibridi, in cui l'ambiente naturale diventi parte integrante del curriculum. Se supportati dalla formazione degli insegnanti e da una valutazione autentica, queste esperienze sono trasformative, collegando apprendimento, benessere e inclusione
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
OUR MINDS IN OUR BODIES: THE ROLE OF SCHOOL
Full text linkEating disorders are the leading cause of death in young people. The mind-body connection is a fundamental aspect of individual well-being, particularly among young people. Eating disorders (ED) and bullying toward overweight students are issues that deeply impact the psychological and emotional health of students. Schools, as formative environments, play a crucial role in raising awareness about these topics, promoting a culture of respect, inclusivity, and body awareness. It is essential for educational institutions to implement programs that address both ED and bullying, providing psychological support, nutrition education, and promoting a healthy self-image. An integrated approach that considers the interaction between mind and body can help reduce stigma related to physical appearance and improve students' self-esteem. In this way, schools are not just places of learning but foundational pillars for a more inclusive and respectful future
FROM MOVEMENT TO MEANING: THE ROLE OF EMBODIED LEARNING IN EDUCATION
Full text linkEmbodied learning integrates physical activity, cognitive processes, and environmental interactions, challenging the mind-body dualism and promoting inclusive education. A thematic synthesis of 21 studies highlighted the role of movement in improving comprehension in STEM subjects, boosting motivation, and enhancing self-awareness and meaning-making. However, implementation and resource allocation challenges persist, underscoring the need for further research into its long-term effects
THE FUTURE OF AI IN STUDENTS’ PERCEPTIONS: AN EMPIRICAL INVESTIGATION OF CHALLENGES, RISKS AND OPPORTUNITIES
Full text linkStudies on students' perceptions of Artificial Intelligence and its use in educational settings are few and rather recent. Considering this scenario, an exploratory study was chosen with the aim of collecting students' opinions on artificial intelligence, its risks, challenges and opportunities. Forty semi-structured interviews were conducted with secondary school students in the Campania context. The interviews were examined in the light of the Grounded Theory paradigm there emerges a Representation of Artificial intelligence in terms of advantages, criticalities and challenges
NEW PEDAGOGICAL PARADIGMS AND EDUCATIONAL ECOSYSTEMS BETWEEN INNOVATION AND INCLUSION: AN EXPLORATORY STUDY
Full text linkThis study investigates technology use in Italian schools through a survey of 1,394 teachers. While most recognize technology's benefits, infrastructural and training gaps persist, with younger teachers showing greater familiarity. Innovative methods like flipped classrooms remain underused. Teachers report increased student motivation but worry about excessive digitalization. Balancing innovation with relational teaching is key to sustainable, inclusive educational development
NEURODIDACTICS AS A TRANSDISCIPLINE FOR A LANGUAGE PEDAGOGY OF SPANISH LANGUAGE. THE ENTORNO AS THE NEW NATURE-BASED EDUCATION
No full textThe statement about Neurodidactics as a transdiscipline enhanced the research in the field of language pedagogy with particular attention to Spanish language learning as FL. In line with the contrastive-perceptive language model, this paper explores the dynamic relationship between brain and language, focusing on the play of the environment (entorno) as the main component of nature-based education addressed to beginner learners.
BODIES, SPACES, AND VICARIOUSNESS: RESEARCH ON IMPLICIT KNOWLEDGE IN DISADVANTAGED AND MARGINALIZED CONTEXTS
Full text linkAccording to Bioeducational Sciences (Frauenfelder, 2001), which propose a complex view of human development as a dynamic interaction between biological identity and the environment, this contribution aims to investigate the role of Outdoor Education for All (Sravrianos, 2022) as an inclusive practice in marginalised contexts. In this sense, the theory of simplexity (Sibilio, 2017) highlights the role of corporeality as the basis of embodied and situated learning (Maturana, Varela, 1988). In this perspective, the environment becomes potentially vicarious (Berthoz, 2011), particularly for individuals with disabilities who can see their transformative possibilities expand (Sibilio, 2016), promoting the development of intellectual abilities and educational potential. The research questions relate to the possibility of identifying Outdoor Education as a possible approach even in disadvantaged contexts. The research, which adopts a qualitative design (Mortari, 2022), was carried out at Casa Raoul (Sabatano, 2018), a semi-residential community for young people with intellectual disabilities located in an area with a high social vulnerability index (ISTAT, 2023). In the first phase, the research objective presented here aims to investigate the possible relationships between the representations and decision-making processes implemented by individuals to isolate methodological elements that could be transferred to similar contexts