Programma della conferenza

I CPIA, per loro stessa natura costitutiva, operano in due direzioni saldamente intrecciate: l'inclusione e l'apprendimento permanente. Una struttura scolastica incentrata sulla formazione degli adulti (dai 16 ai 70 anni) infatti ha ontologicamente una mission che non può che procedere nella direzione della partecipazione condivisa e inclusiva proprio per i gap generazionali con cui studenti e professori sono chiamati a operare; ma al tempo stesso deve essere orientata a preparare i discenti alle condizione proprie della formazione permanente che è ora costitutiva della vita scolastica ma anche lavorativa tour court. L'intervento è finalizzato a illustrare alcuni progetti e buone prassi messe in atto dal CPIA Provincia di Imperia su tre assi in specifico: lo scambio internazionale attraverso la progettualità Erasmus; il pensiero critico attraverso il progetto “Quotidiano in classe”; le Blended Teaching Methodologies e la flessibilità imprescindibili per un lavoro con discenti adulti

The report “Universities without Walls - A Vision for 2030”, endorsed by the European University Association, offers a strategic framework for future European Higher Education policies. It emphasizes the importance of fostering collaboration between academia and other sectors of society, in particular industry, to address the evolving education landscape. Central to this vision is the Digital4Business initiative, a European project launched in December 2022 in the area of Digital Europe Programme.

Based on a consortium of 15 stakeholders (including educational institutions, research organizations and corporations), this project aims to design and implement a market-driven master's programme focused on advanced digital skills. This initiative aims to address the immediate and long-term re-skilling needs of small and medium-sized enterprises (SMEs).

Analyzing the requirements at European level, the project identifies the skills needed for any specific job role, with the aim of guiding organizations through actual challenges such as automation and the adoption of Artificial Intelligence.

The University of Bologna's Department of Educational Sciences, together with its academic and industrial partners, has designed a master’s curriculum that includes 13 modules such as, among others, Digital Transformation, AI for Business and Cybersecurity. These modules are aimed to provide students with in-depth digital literacy and skills relevant to navigating and implementing digital transformation strategies within a business framework.

This study primarily addresses the dynamics that foster university-industry collaborations, with the aim of effectively mitigating emerging educational hurdles.

The complexity of the current onlife reality, pervasively platformized and characterized by the uncertainty of unprecedented and globally accelerating changes, demands not only skills of a performative nature but, above all, a renewed agentive mindset to be tackled responsibly, consciously, and ethically. The goal of this contribution is to explore the above considered need into the specific context of social robotics in the hospital setting. Specifically, our study focuses on the training needs of professionals involved in this delicate technology-mediated socio-relational interventions. The results of narrative review and systematic literature review conducted by the authors have indeed highlighted that, to date, there are no specific professional training paths to manage patient-social robot interaction, emphasizing further the absence of specific multidisciplinary teams and of pedagogical-educational professional figures. Building upon these considerations, we introduce a multiple case-study design, which adopts a qualitative ethnographic methodology instantiated through fieldwork, to explore the professional dynamics implicated in experiences of social robotics in hospitals. The primary aim, within the research-action perspective inherent to the case study, is to obtain an in-depth understanding of the following dimensions: (a) identification of professionals involved in social robotics interventions; (b) the potentialities and ethical concerns (especially in terms of good care) that professionals harbor towards the use of social robotics in hospitals; (c) the existence of specific training paths and the training needs of professionals; (d) the importance of the educator as a professional involved in social robotics interventions in hospitals.

The European Commission's 2021 Digital Competence Framework confirms a significant gender gap in specialized skills: only 19% of ICT specialists and around one-third of STEM graduates are women. According to the Digital Economy and Society Index, which measures progress made by Member States in building a digital economy and society, Italy ranks 18th out of 27 EU countries in 2021, below the EU average especially concerning the Human Capital component. This data is critical when considering the literature emphasizing the decisive role of digital skills, particularly digital soft skills, in career pathways across all productive sectors. Building on these premises, the aim of this research project is to study the relationship between digital skills and career pathways in a sample of 700 Italian women, mostly unemployed, engaged in various training programs. A mixed research methodology will be employed, administering a questionnaire on digital skills and five open-ended questions designed to investigate participants' perceptions of the relationship between digital soft skills and career pathways. The expected outcome of the research project is to explore the perception of the role of digital skills, specifically digital soft skills, in the career development of the participants involved in the study.