ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
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PEDAGOGY IN MOTION: INTERSECTIONS OF EDUCATIONAL SCIENCE AND EXERCISE EPISTEMOLOGY IN SOCIETY 5.0
Full text linkThis review examines physical education's epistemological foundations in Society 5.0, addressing methodological and philosophical challenges in movement-based learning. It advocates for an integrated framework reconciling quantitative/qualitative approaches, emphasizing physical literacy and inclusive pedagogy. The analysis explores digital transformation's impact and proposes a transdisciplinary research agenda
SCHOOL, ECO-SUSTAINABILITY AND SPORT
Full text linkContinued attention to environmentally responsible behavior requires educational approaches that integrate sustainability into everyday practices.Outdoor physical education in schools, as well as sports activities in contact with nature, can promote ecological awareness and sustainability in those who participate. This not only improves individuals' physical and mental well-being but also develops a sense of responsibility towards the environment.This paper aims to examine the current state of the art on the benefits of outdoor physical education, highlighting its role in encouraging eco-responsible behavior and supporting sustainability. It also observes how outdoor learning environments can create moments of reflection that are useful for developing educational practices aimed at sustainability
ARTIFICIAL INTELLIGENCE AND ECOLOGICAL PEDAGOGY: A THEORETICAL FRAME FOR DESIGNING INCLUSIVE AND SUSTAINABLE OUTDOOR LEARNING ENVIRONMENTS
Full text linkThis article explores how AI can support inclusive and sustainable outdoor education through an ecological pedagogy lens. Drawing on the Ecological Pedagogy Framework, it positions AI as a relational tool that complements embodied learning. Case studies on wearables, environmental monitoring and adaptive platforms illustrate opportunities and risks, stressing inclusivity, sustainability and teacher mediation
NATURE-BASED RESEARCH-INTERVENTIONS FOR INCLUSIVE LEARNING AND WELL-BEING: A SYNECOLOGICAL APPROACH TO MARGINALIZED YOUTH IN SOUTHERN SALENTO
Full text linkGlobal educational landscape faces profound challenges, exacerbated by environmental and social crises, leading to phenomena like acceleration and alienation. Nature-based education emerges as a powerful response, fostering holistic development and addressing inequalities. This proposal outlines a research-training intervention targeting minors with disabilities and disadvantaged backgrounds, particularly those experiencing educational poverty in the inner marginal areas of southern Salento, Italy
VIRTUAL REALITY IN HOSPITAL EDUCATION: INTEGRATING IMAGERY AND IMMERSIVE LEARNING FOR HOSPITALIZED STUDENTS
Full text linkThe study explores the integration of school in hospital, imagery and virtual reality to provide immersive and meaningful educational experiences. Based on theories such as Dual Coding, Multimedia Learning and Constructivism, it proposes a pedagogical model that values affective, cognitive, motivational and collaborative aspects for personalised and inclusive learning in hospital settings
THE PARADOX OF SUSTAINABILITY: COMPENSATORY STRATEGIES VS. TRANSFORMATIVE EDUCATION. SINCRONY IN A CRITICAL ANALYSIS
Full text linkSustainability education often relies on compensatory strategies without rethinking learning models. This study explores the paradox of sustainability in education, arguing that integrating environmental competencies into curricula is ineffective unless supported by an epistemological and methodological transformation. A three-round Delphi study aimed to identify effective strategies that integrate bodily experience and environmental awarenes
Mentoring from a synecological perspective: a research path for sustainable education
Full text linkHow can the educational relationship integrate the “place” as a central actor in situated learning and, furthermore, how can a synecological approach to education in nature facilitate the integrated development of emotional, social and cognitive skills? The reflection proposed in this contribution identifies eco-mentoring as a promising avenue of research capable of enhancing a triadic configuration between mentor, mentee and place, aimed at bringing together situated knowledge, skills and responsibilities. By reworking educational mentoring and place-based education, we translate these principles into operational postures and gestures within a synecological framework; eco-mentoring guides experiments consistent with Agenda 2030, strengthening links between people, places and knowledge (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015)
GROUNDING AND PHYSICAL LITERACY: ENHANCING WELL-BEING THROUGH OUTDOOR MOVEMENT FOR YOUNG HOSPITALIZED PATIENTS
Full text linkQuesto articolo esplora l'importanza della Physical Literacy (PL) e del grounding come pratiche utili per promuovere il benessere degli studenti nelle scuole ospedaliere. Attraverso il progetto "Natura e Cura", valuteremo i benefici dell'educazione all'aperto e degli approcci innovativi per creare un ambiente educativo che supporti il recupero emotivo, fisico e sociale dei giovani pazienti, favorendo la socializzazione e lo sviluppo di competenze trasferibili in un contesto ospedaliero.
THE FORMATIVE AND INCLUSIVE VALUE OF LATIN: DIDACTIC PROPOSALS FOR PRIMARY SCHOOL
Full text linkThis paper explores the formative and inclusive value of Latin in primary education. Through a comparative review of educational projects in the US, UK, and Italy, it highlights how Latin, when taught using playful, narrative, and multisensory methods aligned with Universal Design for Learning (UDL), can enhance language awareness, cognitive skills, motivation and inclusion, especially for students with learning difficulties, Special Educational Needs (SEN) and different educational backgrounds
INTEGRATING UDL AND 4E COGNITION IN SECOND LANGUAGE ACQUISITION: AN ENACTIVE PERSPECTIVE
Full text linkThis paper examines second language acquisition from an enactive perspective, integrating the Universal Design for Learning framework with the 4E Cognition paradigm. Through the analysis of student translation outputs, the study aims to explore how bodily, cognitive, contextual, and emotional factors may contribute to shaping learners’ linguistic choices in the early stages of learning