Programma della conferenza

The innovative drive determined by the introduction of digital technology

based on artificial intelligence models not only changes pedagogical and educational methods but also supports the birth of new forms of learning aimed not only at children but at all citizens.

This is the new challenge that Italian universities have the duty to face

because they represent the sanctuary of scientific knowledge

and can be the engine of digital transformation based on sustainability and inclusion criteria.

Universities with their scientific and ethical heritage is also the key element to train, test and validate Large Language Models.

Micro-credentials have gained attention in public policies in the last few years. This paper, the scope of which is on

micro-credentials in higher education with a particular focus on the European perspective, will explore the key policy

documents in the European context and analyse how the higher education sector is working on an overall framework

for designing, delivering and recognising micro-credentials. This paper analyses micro-credentials in the three areas

of qualifications frameworks, recognition and quality assurance, with a reference to digitalization.

Digital education should take into account the heterogeneity of teachers, students and subjects. In order to include all of these aspects, a proper didactic design should begin from the lecture room, through the supporting technologies, resources and strategies. Herein we will present the background inspiring the design of the lecture rooms at the University of Milano - Bicocca with technologies able to support the teaching/learning process whatever the mode of delivery (classroom-based, distance learning, e-learning), suitable for different subjects, teachers and students. The classroom is a responsive environment where the teachers may display on the widescreen among others slides, audio/video contributions; through the connection to the document camera paper materials, models, geological/archeological specimen or a combination of materials can be dhared with students, even extending the audience beyond the physical limits of the classroom. The technology is strictly interconnected with the moodle platform, making it possible for the teacher/student to continue the teaching/learning process through distance e-learning. The classroom-based activity can be recorded and uploaded (and edited) on the e-learning platforms, supporting the individual study. The moodle platform can be further enriched with slides, documents, quizzes, engagement activities, video-pills of selected topics, web resources, exam simulations and forum for a continuous teacher/student interaction. If the assessment method includes tests and project/work writing the moodle platform is exploited also for exam conduction. Applications of all the above mentioned technologies, resources and strategies will be exemplified for chemistry courses in B.Sc (200 students) and M.Sc. Degrees (100 students).

In the realm of digital learning, the integration of Language Model-based approaches (LLM) and Retrieval Augmented Generation (RAG) presents a promising avenue for developing intelligent teaching assistants. This research endeavors to experimentally explore the construction of a teaching assistant leveraging these technologies.

The primary focus lies in identifying the optimal architecture and technologies to create an efficient and secure teaching assistant framework trusted by the teachers and the students.

The challenges addressed in this study encompass the conversion from learning material to LLM-understandable information, effective information retrieval and correctness of answers, control over unauthorized information, operational costs, and integrations with Learning Management Systems (LMS).

The experiment also addresses the problem of misuse of generative technologies inside learning environments, which often leads to the ban of these technologies, by developing a tool in collaboration with teachers and under their control, which aims to be the bridge between educational institutions and generative AI.

Future developments may include special attention towards balancing the assistant's specialization in a particular subject against its broader access to related course materials and employing dialogue analysis techniques to gauge student comprehension levels and dynamically adapt information presentation. This adaptive approach holds promise for personalized learning experiences, enhancing student engagement, and improving overall educational outcomes.

Through this research, we aim to contribute to the advancement of intelligent teaching assistants, fostering secure, cost-effective, and engaging educational experiences for learners worldwide.

The public university system, as known today, is subject to internal and external pressures that were not present in the past.

Internally, within the budget constraints, it must provide the necessary technological alignments, training of teachers in innovative methods, internationalization of the university campus, upgrade of the educational facilities, creation and update of the digital infrastructure for teaching, and the selection and training of a qualified support staff.

Externally, it faces rapidly evolving digital technologies, the challenge of artificial intelligence, societal needs for up-skilling and re-skilling in the workforce, demographic decline, the new approaches on Diversity, Equity, and Inclusion (DEI) processes, learning models suitable for digital-native students, skills certification and micro-credential, GDPR compliance and EU guidelines on Digital Education.

Moreover, in multidisciplinary “mass universities", open to the largest number of students, the situation is even more complex and structures, often corresponding to large lecture halls suitable for the so-called "lecturer-led" knowledge transmission model, are needed. On the other hand, new educational approaches such as social constructivism, active learning, collaborative learning require new and different both physical and virtual spaces (Learning Spaces) to host these new forms of learning.

This contribution will outline the strategic plan developed by the University of Pavia to address this scenario, the expected results, those achieved, and the challenges encountered.

The issue of overtourism poses significant challenges to environmental sustainability and necessitates proactive measures from local authorities. In cities like Rome, there is a concentration of visitors in the city center, placing strain on heritage infrastructure and resources while neglecting suburban areas and museums. Redirecting tourist flows towards cultural routes, as demonstrated in cities like Dallas and Pittsburgh, could foster economic and social benefits for the entire community and can promote museums sustainability and inclusive education experiences.

In response to this, the WAT(H)ER project aims to redefine the economic and social value of cultural and museum heritage. As part of this initiative, an innovative digital approach is being implemented to divert tourist traffic from heavily visited heritage sites to lesser-explored areas. Through a digital platform, the WAT(H)ER WebApp, museums can define sustainable heritage experiences and tourists can be engaged in an alternative and immersive cultural and educational activity. The WebApp offers several features, including an interactive map of Rione Testaccio (a suburb area of Rome) tour with multilingual support and accessibility features, detailed information on cultural points of interest, virtual museum exploration though AR, a treasure hunt activity with rewards and digital learning experiences that elicit Critical thinking and Creativity within users. Functionality such as geolocation, user profiling, quizzes and an AR virtual assistant is integrated to enhance user engagement. This approach was piloted between June and July 2023: during the presentation, the WebApp's capabilities and the educational outcomes of the pilot phase will be discussed.

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.

Achieving an adequate level of scientific knowledge is recognized as an important milestone not only for training future scientists, but above all to enable new generations to possess skills for responsible and critically informed citizenship. Regarding Italy, international comparisons highlight the increasing prevalence of specific critical issues in this area. As for research into educational actions aimed at improving the understanding of physical phenomena, it remains crucial to understand the preconceptions from which students move and the cognitive obstacles they entail. We have developed and validated a questionnaire to highlight the most common critical elements in the explanation of physical phenomena by students aged 11-14. The collected data confirm the presence of widespread misconceptions already reported in the literature, which it is important to bring to the attention of teachers. The questionnaire is complemented by formative feedback intended to provide initial indications for their revision.

Could conversational generative artificial intelligence truly have an impact on the teaching of mathematics and physics? The discussion is open. To address this question, during the academic year 23-24, I experimented with a didactic approach using ChatGPT that involved approximately 100 students from 3rd and 4th year of high school for a total of 8 hours of curriculum. The goal was to integrate ChatGPT into traditional teaching and consider it as a tool for skill development. Students posed verbal, algebraic, and arithmetic math problems to ChatGPT, as well as a questionnaire prepared to assess misconceptions in physics. These were valid examples to encourage metacognitive questioning (asking "why"), interpreting ChatGPT's responses, and guiding the bot to formulate the correct answer after its errors. These metacognitive dialogues shifted students' focus towards reflecting on the meanings of mathematical and physical terms proposed by ChatGPT and the necessity to explain "why" rather than settling for "how." Given the wide availability of chatbots, it will be interesting in the future to implement experimentation using other chatbots (such as Claude2, Bard, and Mistral) to compare responses provided on specific items.

Preliminary literature findings suggest a positive correlation between engagement in musical activities and enhanced metacognition among primary school students. Moreover, qualitative insights reveal an increase in intrinsic motivation, enjoyment, and sense of accomplishment experienced by participants during their involvement in musical endeavors. This pilot study investigates the relationship between engagement in musical activity and the development of metacognition in primary school education. Recognizing the critical role of metacognition in educational development, particularly in the formative years, this research explores the potential of innovative musical activities to nurture creative thinking among young learners. Through the implementation of novel musical activities within the primary school curriculum, this research aims to uncover the potential benefits for fostering metacognition among students. Drawing upon theories of creative pedagogy and experiential learning, the study examines how music stimulates cognitive processes associated with metacognition, such as divergent thinking, problem-solving, and imaginative expression. A cohort of primary school students participates in this study, engaging in a series of carefully designed musical activities tailored to their developmental stage and learning needs. A mixed method of qualitative and quantitative assessments has been adopted before and after the intervention. This pilot study provides valuable insights into the potential of integrating music into primary education as a means of fostering metacognition and cognitive development among young learners. Further research is recommended to explore long-term effects and optimal strategies for incorporating musical experiences into the educational curriculum.

The always more relevant role of the pharmacist brings new challenges and opportunities requiring constantly updated and innovative didactics. Since 2018, this didactic method in Pharmacy course at the University of Pavia favors the acquisition of dispensing and counseling skills, essential in the professional world, through the creation of practical cases at the bench in pharmacy. To this aim, the classes are organized in small groups, composed by patients and/or caregivers, and pharmacists. The teams have an appropriate time to discuss and create a real life-based case starting from pharmaceuticals/medicines provided by the teacher. Then, in half a day and on site, each team plays its own case (alive onsite or online/by recorded video), that is discussed and evaluated by a “jury” composed by pharmacologists, physicians, pharmacists, whose multidisciplinary experiences offers to the students unique and useful opportunity to optimize the dispensation, to improve knowledge in pharmacology (and beyond), to understand the physicians’ choice and prescriptions, and to be aware of the future pharmacy practice.

The aim of this practice exercise is indeed to improve training for both the disease prevention and health of each patient, being aware of peculiar and critical situations (e.g. fragile categories of patients, SALA drugs, generics, drug interactions, low compliance).

The feedback by the students is extremely positive, leading to collaborative learning, engagement of students from other countries and cultures, a more empathic and self-confident attitude of the participants, higher motivation, and even higher scores at the final examination.

While a debate is open on whether or not social media are positive for adolescents’ development and education (Marciano & Viswanath, 2023), in Italy, WhatsApp was the most used social media/communication app in 2022, with adolescents presenting the highest use (Statista, 2024). Little is known about what psychological variables affect adolescents’ comprehension of digital messages (Cherbonnier & Michinov, 2022) and especially of emojis, i.e., pictograms delivering emotional cues. Moving from preliminary analyses with a small sample (Bisagno & Cadamuro, 2023), we explored the role of Theory of Mind (ToM) and Social Media Use (SMU) in emoji comprehension.

Three-hundred-and-three adolescents (F=134; Mage=12.37 ± 1.09) completed an online questionnaire including an SMU scale (Beyens et al., 2021), the Eyes Test (Baron-Cohen et al., 2001), the Real/Pretend Emotions Task (Sidera et al., 2013), and a 35-item emoji comprehension task based on secondary and tertiary emotions (Plutchik, 2003).

The moderation analysis (PROCESS macro by Hayes, 2016; Model 1) revealed that the Eyes test (B=.50, SE=.16, p<.01) and the Real/pretend task (B=.59, SE=.05, p<.001) positively predicted emoji comprehension (R2=.61). The interaction of SMU with both ToM tasks was significant, with stronger relationships for low-to-medium SMU.

ToM has a prominent role in comprehending emojis for adolescents who display low-to-medium SMU. This suggests that youngsters who approach SMU rely on their individual abilities, such as encoding/decoding emotions during typed conversations to interpret digital messages; with time, this task becomes automated. Therefore, ToM training could be relevant to promote the youngest children’ preparatory skills for approaching digital communication.

The aim of this paper is to propose a theoretical reflection on the relevance of the construct of “media literacy”. Over the last few decades, it has come to dominate and has become synonymous with “media literacy” and “digital literacy”. We know, however, that it is only a partial synonym, since it expresses only one specific way of understanding media education. Therefore, we will show that current media education is no longer represented by this term, as the words and concepts of both media and media education have changed in the last decade. Finally, we will show how another paradigm, based on the metaphors of the environment and environmental education, can better explain today’s media literacy phenomena than “literacy”.

Two thirds of the world's population are connected to the internet and make use of technological devices and online services on a daily basis. Of the remaining third, there is part of the population that has no access to the internet or technological devices or if they have access, they do not connect and do not make use of these tools correctly and with equal opportunities. In many cases, people with intellectual disabilities are within this third of the population, with negative consequences in many areas of their lives, highlighting the social relations. One of the reasons for this digital disconnection is the lack of competencies and skills to use ICTs correctly and safely in general.

The purpose of the study we present here is to learn about the reality of ICT use by young people and adults with intellectual disabilities and the subsequent proposal, based on the results obtained, of a digital literacy program. A group of 12 young people and adults between 18 and 30 years of age participated. The design used was mixed, through a questionnaire and a semi-structured interview. The results show the need to provide this group of young people and adults with strategies and a digital literacy program was designed with them, to improve digital participation, risk management and social relationships.

The paper aims to present the qualitative-quantitative results of an action-research training course that involved 30 primary and secondary school teachers from Istituto Comprensivo 2 in Mondovì (Asti) on the topics of digital sources, manipulated images and artificial intelligence. With this activity, the aim was to explore the impact of prebunking techniques, outlined by Ecker, Lewandowsky, Cook et al. (2022), but proposed here in the reformulation outlined by Bruno and Moriggi (2023), so as to allow a meaningful application of this methodological device to support innovative teaching/learning experience. Similar to debunking, this methodology, developed in the psychological field in the terms of an "attitudinal inoculation" (Cook, Lewandowsky and Ecker, 2017), aims to expose learners to different communicative and linguistic modes and logics, allowing them to gain direct experience of the most widespread and effective narratives of the unreliable. The ultimate goal is to generate an "immunity-effect"-that is, a critical awareness capable of intercepting and decrypting the main deceptive persuasion techniques and constellations of unfounded beliefs. The experimental training, after a plenary session, was structured into three 3 immersive workshop meetings, each dedicated to one of the three thematic areas specified above. A pre-training and a (similar) post-training questionnaire focused on knowledge and skills related to the thematic areas addressed were administered to participants and also to a control group not involved in the course in order to measure the impact of the training intervention.

The paper focuses on examining the critical factors associated with digital illiteracy and the digital divide, which affect people living in conditions of cultural and socio-economic disadvantage, especially those on low incomes, and which translate into forms of exclusion that affect multiple aspects of the individual's existence. The COVID-19 pandemic has made it clear worldwide that digital literacy is now a necessity at all levels. In fact, the increase in the use of technology has highlighted the forms of exclusion of those groups who, being socially disadvantaged, have suffered most from the halving of access to devices. Based on an analysis of available data, the paper shows how, as poverty rates rise, digital literacy remains lower, leaving people unable to interact with the digital world. By analysing quantitative and qualitative secondary data published after 2018, the study describes how, for the different populations most at risk of digital poverty, new technologies represent a real opportunity, but also end up creating real digitally disadvantaged sub-groups. With the increasing digital integration of society, production, education and daily life, we are witnessing large-scale and unprecedented changes that are ultimately creating a world divided in two. The focus here is on the causes of digital inequalities, the protective factors and the inclusive policies that can combat them.

Disability is a conflict between someone’s functional capability and the world we have constructed - be it the physical or digital world. Looking through the lens of the social view of disability, it is therefore the product (course and content and workflows) that creates the barriers, not the person accessing the content. ( "A web for everyone" by Sarah Horton and Whitney Quesenbery )

So to create truly inclusive courses, we need to avoid creating the barriers, and remove the ones that are there and adopt the practice of accessibility - putting people and their needs first.However, without understanding what the barriers can be this is a tall ask.

This session will look at some of the common barriers that get created in online content and how to avoid building them.

Technologies are part of youngsters’ everyday life in both spare time and education. Various digital tools have been used to promote children’s and adolescents’ cognitive development: among them, video games appear particularly effective. Identifying effective tools to empower Executive functions (EFs) and working memory (WM) capacity (i.e., cognitive resources predictive of academic success both in typical and atypical neurodevelopment) is of primary relevance. This review explores which video games are more suitable and how they succeed in improving EFs and WM capacity in primary school children.

Following the PRISMA guidelines, a systematic search was conducted on four databases, namely PsycInfo, PubMed, Web of Science and Scopus. The inclusion criteria pertained to experimental, cross-sectional, pilot or case studies investigating the use of video games (namely commercial, serious games and exergames) to foster EFs and WM in samples of children with both typical and atypical (ADHD, SLDs, ASD) development.

Thirty-one studies matched the inclusion criteria and were scrutinized in detail. The key finding of the present review is that exergames and action video games have the most positive impact on EFs while serious games and structured programs in playful and virtual environments are more effective in improving WM capacity.

Most of selected studies report EFs and WM capacity can be empowered by different types of video games: this opens many possibilities of intervention within educational settings. However, still not enough studies target atypical development, specifically children with SLDs. More research is needed to understand the effectiveness of these intervention in atypical samples.

Social media plays a pivotal role in our lives and influences almost every aspect of our daily routines. It has become so ingrained that, for most people, practical life without social media is inconceivable. With the emergence of social media platforms like WhatsApp, Facebook, Instagram, and others, extensive research has been conducted to explore their impact on various facets of our lives, including our social interactions, personal interests, and cognitive abilities. This paper narrows its focus to two specific dimensions: academic performance and everyday life perception. To investigate this influence, an online questionnaire survey was conducted, targeting both undergraduate and graduate students and recent graduates. The survey captured responses from a diverse group of students, examining their patterns of social media usage, academic achievements, and attitudes toward social media. A total of 100 responses were collected (56 females and 44 males). The questionnaire encompassed variables such as age group, academic qualifications, current academic grades, and the amount of time spent using social media daily. It also documented the specific social media applications used by the respondents, with WhatsApp being the most commonly used (96%), followed by Instagram (91%), and Snapchat (46%). Demographic interpretations are discussed further in this paper. The results, indicate a significant impact of social media on academic performance and its perception in our daily lives.

During the Covid19 pandemic, many authors have described the Community of Practice as a possible environment, for teachers of all levels, where they can give voice and share their feelings and experiences regarding the practice of distance and online teaching during the 2019 pandemic (Ulla, Perales, 2021; McLaughland, 2021; Bolisani, Fedeli, Bierema, De Marchi, 2020).

Also in our research the Community of Practice can be an environment for teachers to reflect in a transformative way (Rosa, 2020) on their teaching and their practices.

The community of practice must respect the key of simultaneity of contact (Wenger, 2006). In our opinion an online community of practice is characterized in terms of accessibility, contemporaneity and sharing of contents.

This project is addressed to primary school mathematics teachers.

What we will investigate through this study will be emotions, as well as anxiety. “Mathematical thinking is not only the result of pure logical reasoning, but also affective” (Hannula, 2020: 32).

In particular, the concept of identity finds large space in this research. Thanks to the use of the explicitation interview (Vermersch, 2019) both as a methodology and as a tool, we want to explore the identity of the teachers, through the explicitation of their action in mathematics teaching.

About the methodology, we would like to use the mixed one, quantitative and qualitative, in order to "illustrate quantitative results" with "qualitative results", "to better understand the phenomenon studied, and compare multiple levels within a system" (Creswell, Clark , 2011: 77).

The integration of robotics in early childhood education holds promise for transforming teaching methods into more exploratory and engaging experiences (Sjoberg & Brooks, 2023).

This transformative approach can be realized by considering toy robots as didactic mediators (Damiano, 1993) operating within interactive contexts that feature enjoyable and adaptable environments (Bers, 2012), guided by adults and tailored to children's perspectives, utilizing various types of robots (Bozzi & Zecca, 2021; Belland et al., 2019; Angeli & Georgiou, 2023; Terroba et al., 2023).

This project focuses on developing an observational tool to study how children aged 3-6 interact with Ozobots, aiming to understand the cognitive, social, and learning dynamics involved in robot play.

Drawing from sociocultural and ecological perspectives on children's learning, we conducted observations in natural settings using a quasi-experimental research design. Video recordings were analyzed to identify specific actions and problem-solving approaches employed by children during interactions with Ozobots (Gaudiello & Zibetti, 2013; Gabriele et al., 2017). The analysis resulted in defining the grid categories using a bottom-up approach.

Unlike traditional performance-focused assessments (Bakala, 2021), our analysis prioritizes understanding the cognitive processes underlying children's engagement with robotics. The goal is to create an observational tool that can enhance the design of educational activities and support teacher training, empowering educators to develop learning experiences that leverage children's cognitive abilities and motivations. This project bridges research and practice, seeking to enhance early childhood education through robotics by providing insights into effective pedagogical strategies and fostering meaningful learning experiences for young learners

We present a research based on the data matrix started in 2023, which aims to explore, through the emotions of a sample of around 90 nursery school teachers, an ecological approach to Artificial Intelligence - AI that can contribute to the implementation of good practices for lifelong digital learning and education.

The survey was carried out through the use of a questionnaire which aims to probe:

a) the emotional behaviors of teachers;

b) the emotions that teachers activate in educational contexts;

c) the attitude towards technologies in the training course.

The choice to explore emotions is determined by the desire to analyze the media interaction that is established within the educational relationship which allows us to spread responsible attitudes to be attentive to significant connections to lifelong education.

Online Continuing Medical Education (CME) offers an appealing and effective learning avenue, thanks to its accessibility and flexibility, allowing learners to engage from anywhere, at any time. Massive Open Online Courses (MOOCs), with their diverse content offerings including video lectures, interactive modules, assignments, and online discussions, have garnered significant interest in the health and medicine domain. As a result, reputable institutions increasingly offer MOOCs through various online platforms, both commercial and non-commercial. The University of Turin has been providing CME since 2013, offering a wide range of training programs hosted on the Moodle platform. In 2021, the University launched a MOOC "The Six Pillars of the UN Decade Against Malnutrition", developed by the e-learning team. This course, conducted in Italian, comprised eight modules with progressive access. Learners were required to complete a self-assessment test at the end of each module to advance to the next stage. To enhance course engagement, video animations and interactive activities were integrated as learning props. The MOOC commenced in November 2021 and concluded in November 2022, attracting 54,462 learners with a retention rate of approximately 77%. A Likert survey was used to gauge learner satisfaction, revealing overwhelmingly positive responses regarding the relevance of the topics, the quality of course instruction, and the value for lifelong learning.

For the European Union «digital citizenship is a set of values, skills, attitudes, knowledge and critical understanding that citizens need in the digital age. A digital citizen knows how to use technologies and is able to interact with them in acompetent and positive way."

However, there remains a strong gap between the technologies available and the actual knowledge of the people who should use them.

Opportunities and risks, in fact, depend on technological skills as much as on the ability to critically understand the means and results that can be obtained.

So building digital citizenship means facing many challenges. What we are dealing with is the challenge of inclusion: the growing presence of technologies in our lives has triggered in many people a real refusal to measure themselves with them. The refusal is causing a real risk of marginalization: from social activities to the rights/duties linked to the digitalisation of the Public Administration itself.

Our project was born in 2010 from reflection on the Digital Divide and e-inclusion. We have already been guests of Si-eL in 2011 at the VIII National Congress with the presentation of the "AlfaCampus - Learn to think digitally" platform, a micro e-learning laboratory with free and open access.

The project aims to involve in digital culture those who have not yet had the opportunity, those who have kept away from it out of fear, prejudice, age, low level of education or other reasons.

We ask now: after ten years and a pandemic, what has changed?

This contribution presents the "License for digital citizens" training course, promoted and coordinated by the USR Umbria in collaboration with EFT Umbra and Corecom Umbria, implemented and managed by a working group: it is aimed to students of primary, first and second level secondary schools, and is accomplished by teachers who make use of a free kit of materials prepared by experts and designed for each school level.

The project involves the parents with appropriately chosen materials and with the sharing of an educational pact between parents and children; there is also the training of teachers in a course on SOFIA: they are currently enrolled 450 teachers.

In the 2023/24 43 primary schools, 80 of first level secondary schools and 30 of second level secondary schools participated from 7 regions. The project supports schools in responding to the regulatory dictate of essential tasks such as digital civic education (L. 92/19), the prevention and fight against cyberbullying (L.71/17), digital skills (European Recommendation 2018, 2.2.2, European Recommendation 23.11. 2023 European Year of Skills). The proposed topics were chosen taking into account these regulations.

Overall, the project constitutes a vertical journey. Each segment, independent from others, includes specific topics suited to the age group of the recipients, organized into modules, each of which is autonomous and complete.

At the end of the course, students who have passed the test, participate in person or online in a regional or local event to receive the license.

(patentinocittadinidigitali.it)

Digital skills are a key point of the European Policy Agenda. However, the digitalization process struggles to catch on and it contributes to the event of social exclusion, that involves persons who live on the edge of society, such as those not included in the work circuit. To support the transition, CEIS Formazione, is promoting Digital Literacy Projects in order to work on the development of active citizenship skills, including the digital form, to overcome the distrustful attitude of citizens and to help the ones without technological instruments to support this literacy. The projects are addressed to unemployed adults, in protected classes between the ages of 40 and 65, through directive-interactive teaching.

Talking about lifelong learning outside school or work contests requires careful and deep reflections about the learning outcomes and didactical strategies to be implemented and support individual learning in adulthood, that is characterized by a strong motivation for self-determination and to became aware about personal characteristics, and how those characteristics correspond to society ideals. Moreover, it is important for the former to establish a relationship that can lead to a climate of mutual trust and respect, emphasizing both the individual’s and group’s characteristics. At the same time, it is essential to find out the individual’s learning possibilities and how these could become learning opportunities in the group, also to put them at the service of the group in a peer-education perspective.

The aim of this paper is to underscore the significant elements of an approach to lifelong and recurrent higher education that enables the best possible response to the impact of generative AI on intellectual and creative professions. For the analysis, reference will be made to professions in digital communication, which consistently experience conditions that tend to precede and extend into other professional domains. For these professions, generative systems are delineating the coordinates of a veritable paradigm shift that impacts the foundations of the professional dimension.

In this perspective, a set of references emerges for the professionalizing higher education of universities, for the design and management of Master's programs, especially those related to digital communication. This approach allows for the growth and testing of knowledge, critical thinking skills, and judgment autonomy along with operational capabilities. The ability to collaborate with systems must grow alongside that within the working group, which remains the key to the success of any design activity, particularly in digital communication. The educational path should prepare individuals for engaging in the most peculiar and innovative forms of on-the-job learning, such as participating in communities of practice. Attention to the concrete dynamics of the professional dimension is an essential tool for intervening in the educational process, the effectiveness of which can be enhanced by foreseeing forms of connection between Master's programs and the Third Mission.

The contribution examines the impact of the social web on the interaction between science communicators and STEM teachers. It specifically investigates the dual role of mediators - recognized both as technical systems of mediation and as social entities - within the realms of exchange, generation, and dissemination of scientific knowledge and citizenship (Carenzio, Ferrari, Pasta, 2024); these mediation processes are situated in the scenario of "digital plenitude" (Bolter, 2019) marked by the stratification of a more complex and articulated "media patchwork".

In the first stage, online profiles (individual or collective) followed by teachers to find information and educational materials on scientific issues have been explored. A survey facilitated the delineation of these profiles, which were subsequently scrutinized concerning individuals' biographical details, educational backgrounds, conversational tactics, and modes of communication. This analysis was conducted employing a framework grounded in the semio-pragmatic examination of their enunciative selections, as outlined by Rivoltella (2010).

In the second stage, the concerns elucidated through analysis have guided qualitative interviews with science communicators engaged in social media platforms, while concurrently facilitating focus group discussions involving STEM educators. This comparative approach seeks to discern shared challenges about the interface between Science Education and Media Education, particularly within the frameworks of facilitating scientific knowledge dissemination.

The evolution of higher education, driven by the fusion of technology and pedagogy, has given rise to blended learning environments. Syllabus design stands as a linchpin in shaping the structure and delivery of courses within this dynamic landscape. This study delves into syllabus design in higher education within blended learning contexts. It begins with an exploration of foundational theoretical frameworks, including constructivism, learner-centeredness, and outcome-based approaches. The study scrutinizes the interplay between course objectives, content selection, assessment methods, and instructional strategies. Moreover, it highlights the iterative and adaptive nature of syllabus design in alignment with evolving educational paradigms. The analysis extends to the implications of syllabus design on student learning outcomes, academic performance, and satisfaction, emphasizing its role in promoting active learning and autonomy. Furthermore, it underscores the importance of feedback, transparency, and communication in nurturing student growth. The study also acknowledges the instructional roles in syllabus design, particularly in blended learning environments, emphasizing the need for multifaceted competencies among educators. A case study conducted within a blended master's degree program provides insights into students' perceptions of the syllabus and its impact on teaching and assessment. Descriptive analyses of questionnaire responses and interviews reveal varying levels of satisfaction and perceptions among students, offering valuable insights for optimizing syllabus design to enhance student engagement and support effective teaching practices.

Facing global challenges like climate change and health emergencies demands the cultivation of new skills to tackle everyday issues (EU, 2015). Therefore, promoting active and responsible citizenship through Science Literacy (SL) is crucial. SL involves making informed scientific decisions through critical analysis (Akerson et al., 2018; Reincke et al., 2020; Akcay, 2018; cordis.europa.eu). Science Education (SE) is a key method to enhance SL, requiring innovative teaching approaches.

The integration of SE and Science Communication (SC) offers fertile ground for innovation. SC utilizes entertainment to convey educational messages, fostering engagement (EC, 2020). This communication often occurs on social media, facilitating interactive and shareable activities (Sandu & Christensen, 2011; Pinto & Riesch, 2017; López-Goñi & Sánchez-Angulo, 2018). SC also promotes Media Literacy (ML), essential in contemporary life (Potter, 2013; Livingstone, 2003; EC, 2007). Thus, linking SC and SE can bolster SL and ML, crucial for modern citizens.

Our study explores the linkage between SL and ML in crafting educational models for active citizenship. It comprises two phases: firstly, distributing surveys to science communicators and their followers, analyzed using mixed methods (Dahler-Larsen, 2023) to highlight participant experiences (Mortari, 2007). The results inform the second phase, involving semi-structured interviews. This paper presents the findings of the latter phase, aiming to understand users' experiences with SC and how to strengthen the connection between SC and SE to support SL development effectively.

In recent years, research in the pedagogical-didactic field has focused its attention on the opportunities arising from students' participation in assessment processes, paving the way for the concept of "assessment for learning," understood as an evolution of the better-known concept of "formative assessment." Placing students at the centre of the assessment moment serves the dual purpose of increasing their awareness of learning objects and, at the same time, guiding them in the development of personal assessment literacy (Duncan & Buskirk-Cohen, 2011). In the same scenario, research has highlighted the central role of feedback in learning processes (Black & William, 1998) and, in particular, has emphasized the benefits of implementing peer assessment in didactic planning (Marzano, 2023). Despite these findings, empirical research on peer assessment is still limited in the school context and mostly confined to the university environment. Considering these premises, this work delves into the practice of peer feedback in the context of primary school with the aim of investigating its effects on students' reading and synthesis skills.

The contemporary youth cohort is confronted with many transformative dynamics, having garnered significant attention in the media landscape. Cultivating dynamic literacies (Potter & McDougall, 2017) emerges as imperative within the information, particularly when news is accessed through social media (Herdzina & Lauricella, 2020, Krumsvik, 2023). The YO-MEDIA project - Youngsters’ Media Literacy in Times of Crisis conceptualized and implemented a hybrid game focusing on misinformation, disinformation, and information literacy in times of crisis.

The contribution presents the tangible outcomes of the project, specifically the board games, and the digital game.

“Social Media Puppeteers” is a micro TTRPG incorporating character creation and dice rolling found in traditional RPGs. Players assume the roles of politicians, journalists, scientists, or influencers, competing on a fictional social media platform to gain influence and promote media literacy.

“Social Media Fake News” is a card game designed to help players understand the features that make a news story vulnerable and false. The goal is to be the first to run out of cards by constructing a fake news story.

“Data Defenders” mobile game centers on a tower defense experience intertwined with engaging mechanics. During the simultaneous threats of an alien invasion and a devastating pandemic, players assume the role of defenders safeguarding global data servers.

Additionally, the contribution will focus on the study protocol accompanying the test sessions designed with adolescents, educators, and teachers (four sessions per country in Italy, Spain, and Portugal).

The increased awareness that gaming is a very valuable educational support has not been accompanied by an effective diffusion of games in Italian educational agencies, where an ambivalent behavior is manifested: a strong widespread interest is contrasted with a limited application of games or online resources that are often behaviorist in nature.

However, the analysis of research on the use and diffusion of games in Italian schools highlights the lack of recent studies investigating teachers' fundamental didactic-pedagogical knowledge, their level of acceptance and confidence regarding the introduction of games in the classroom. Building on the Technological Pedagogical Content Knowledge-Games (TPACK-G) and the Acceptance of Digital Game-Based Learning (ADGBL), which investigates learning opportunities, preference for games, experience with games, and attitudes toward game-based learning, a quantitative analysis tool was created that, integrating the two frameworks TPACK-G and ADGBL, adapts the areas and items to the Italian context, extends the survey to include non-digital games, and accommodates and integrates the sections to aspects related to game-integrated instructional design, game scenarios, and the role of teachers in teaching activities.

The aim of the research is not only to investigate how the prevalence of play in the classroom is changing, going beyond mere expressions of interest and fads, but has the purpose to study how the approach of play is changing in the design of educational activity and what is the degree of awareness of the ludo-pedagogical-didactical skills necessary for the introduction of play in education.

In recent times, the attention of scholars, researchers and experts has focused on the metaverse, Augmented Reality and Virtual Reality, technologies that seem to offer new learning possibilities through the creation of highly immersive learning environments. The recent field of exploration known as "eduverse", which sees the use of the metaverse in education, paves the way for significant and participatory teaching experiences characterized by considerable pedagogical potential. Multitasking, networking, distributed knowledge, collective intelligence, simulation, gaming are the characterizing dimensions of the new forms of communicative appropriation and of the informal culture of students, dimensions that require educational systems to change and adapt curricula, practices daily routines and teaching styles. At the same time, the use of playful approaches has increased in order to make learning an engaging and motivating experience. This contribution describes a gamification experience in the metaverse in a university context in order to reflect on the educational potential it offers teachers to set up innovative environments in which physical and digital integrate mutually to encourage experiential and collaborative learning.

Technology is transforming education, altering instruction, knowledge building, and community engagement (Rizvi, 2020; Trevisan & De Rossi, 2023). Hybrid/blended approaches, integrating online and in-person teaching, challenge traditional educational limits, encouraging student active learning (Trentin & Bocconi, 2015). Flipped learning further expands active learning, promoting higher cognitive skill development in blended settings (Li et al., 2023). Effective design of these environments requires merging educators' knowledge across disciplines, pedagogy, and technology (De Rossi & Trevisan, 2023), crafting engaging, coherent and learner-centric experiences. An examination of preservice teachers' perceptions of the effectiveness of a blended and flipped instructional technology course is presented in this phenomenological study (Creswell & Creswell, 2018). The course integrated flipped classroom elements as part of the blended learning environment. Active learning was fostered through online debates, peer reviews and discussions on materials. Using an online semi-structured survey (n= 100), this study evaluated the perceived effectiveness of 1. the course's flipped structure for deep learning, 2. its blended structure for meeting course objectives, and 3. the coherence between implemented processes and expected outcomes. Results showed significant gains in active learning, higher-order thinking skills and reflection. However, challenges were noted due to internalized traditional instructional norms, highlighting flipped learning's requirements for increased learner responsibility, organization, and self-direction (Garcia-Ponce & Mora-Pablo, 2020). In this study, we see that the effectiveness of flipped learning in a blended context depends on both educators' and students' preparedness to engage with the demands of this educational approach, including learner autonomy and teacher scaffolding (Tomas et al., 2019).

In recent years, the topic of artificial intelligence (AI) has gained increasing importance in research and applications, also in the educational and didactic sphere. One of the aspects investigated in this field is the evaluation of the impact of devices incorporating AI components on learning processes and inclusion, within innovative educational contexts. Analysing the case of conversational chatbots, the report will highlight how such devices are still not designed for interaction with pupils with special educational needs, and even more so with disabilities, excluding them from use and in fact constituting a barrier from an inclusive perspective. In order to intervene on this aspect, IRCIT(International Research Center for Inclusion and Teacher Training) and the company Talent (a training organisation accredited by MIUR and active for years in the field of technological research) have undertaken a collaboration aimed at creating a conversational chatbot capable of interacting with students with all types of functioning: through specific prompt engineering techniques applied to the system message and based on the ICF coding found in school documentation, IRCIT and Talent are working on the development of AskLea, a chatbot capable of adapting communicated imagery, ways of expressing oneself, types of concepts, vocabulary, syntax and emotional tone to the functioning characteristics of different disabilities. In this way, this tool can be used within inclusive and special education, to allow pupils with disabilities to use it directly - and not through the support teacher - in the teaching-learning processes addressed to them.

The TOLC (Test Online CISIA) is an online test used by Italian universities to assess the readiness of prospective students for university studies. It's a crucial gateway to higher education in Italy, currently presents a barrier for blind and visually impaired students. This online assessment, delivered through multiple-choice questions, lacks accessibility features that hinder equal participation. The test is administered electronically, and the questions are presented in a multiple-choice format. However, the TOLC test and its preparatory materials are currently inaccessible to blind and visually impaired students. This paper will discuss the importance of accessibility for blind and visually impaired students, and will outline the specific challenges faced by these students when taking the TOLC test. The paper will also propose a number of recommendations for making the TOLC test and its preparatory materials more accessible.

The project "EFFIMERA – BEYOND TIME" aims to utilize innovative technologies such as virtual reality, augmented reality, and artificial intelligence to make temporary exhibitions of contemporary art from the 20th century accessible and inclusive. Starting from the historical context of art exhibitions, the project aims to explore and reconstruct exhibitions from the second half of the 20th century, no longer accessible, such as Concetto Pozzati's first exhibition in 1968. Through research and documentation of existing materials, interviews, and the creation of multimedia content, an accessible web app will be developed for both computers and smartphones, allowing users to virtually explore past exhibitions enriched with interactive, educational, and experiential features. The project aims to serve as a research tool for the history of exhibitions, revive past exhibitions, create connections between museum institutions, make obtained content available, and enable accessible, educational, and engaging art experiences. Project phases include research and documentation, technology and framework development, and testing and evaluation. Technologies used include virtual reality, augmented reality, and artificial intelligence through the implementation of a web app.

Observation is an essential tool for educators. However, when the observation involves many children in the same context, noises could take the attention from the behaviours to observe. A novel movement in the educational field has emerged that pushes for data-driven action. Especially with the youngest children, challenges arise when collecting quantitative data on social interactions. Current ICT devices allow to obtain large amounts of data from the educational context, and those, along with suitable methods of analysis, can allow innovation.

This systematic review aims to analyse studies that can enable the automatic implementation of social network analysis (SNA) in educational settings. On January 17th, 2024, four databases were inquired. The inclusion criteria were: (1) automatic tool for data collection of social interaction; (2) simultaneous involvement of at least two children; (3) educational setting; (4) age range 0-12 years; (5) type of publication: peer-reviewed journal; (6) language: English; 7) research studies.

We found 21 results that matched the purpose of the study. The explored topics included mapping relationships, social interaction among children with atypical development, studying the spread of infectious diseases, examining homophily, and identifying play types. Only one of the studies was experimental and applied an intervention to promote inclusion; the others were observational or descriptive.

In sum, although various technologies and methods have been validated for automatic social network analysis, we emphasise the lack of application in psycho-educational contexts. Quantitative social interaction data can help professionals to promote quality, engagement, and inclusion through targeted educational action.

The latest frontier in Intelligent Adaptive Learning Systems (IALS) is conversational intelligent systems, more commonly known as chatbots; among them, the most popular is ChatGPT, which we used in this research to support designing inclusive mathematics story-problems. Research was conducted with 175 prospective secondary school special education teachers who attend the “Special Education Laboratory: codes of logical and mathematical language” as part of the Specialization Course for Special Education Teachers at the University of Molise. The research questions are: (i) How is the support offered by ChatGPT perceived by the prospective special education teachers? (ii) Can the use ChatGPT has a positive impact on the design of inclusive teaching activities in mathematics? (iii) What are the pitfalls of using ChatGPT as a support in designing learning activities in mathematics by prospective special education teachers? Participants worked in small groups and were asked to design inclusive mathematics story-problems. It was important to carry out this task first without using ChatGPT and then by using it. At the end of the course, participants were asked to answer a semi-structured self-directed questionnaire using CAWI methodology. Preliminary analysis seems to show that ChatGPT was perceived by participants as a useful tool that can free up energy to be allocated to higher levels of creative production by speeding up the time. In addition, it was necessary to carry out checks by participants on the correctness of what ChatGPT proposed from a mathematical point of view.

The issuance of the Operating Instructions on "STEM and Multilingual Skills Enhancement Actions" (Ministerial Decree 65/2023) directs the long term and daily work of teachers towards active teaching linked to disciplinary content, within a STEAM-type model. The use of AI can effectively support the implementation of educational, training and guidance paths for students within the curricula of all school cycles of activities. AI is particularly useful in promoting the integration of activities, methodologies and content aimed at developing STEM, digital and innovation skills. In addition, artificial intelligences, particularly generative one, are powerful tools with pros and cons relevant to the world of learning at school. They may strongly support integration of skills.

This paper presents an interactive Project implemented on LMS Moodle as part of a Scientific High School's Digital Citizenship Education.

The teaching of physics in some scientific degree courses does not include laboratory activities or includes very few of them. Laboratory experimental activities are essential because they enhance the understanding and learning of fundamental concepts and laws that describe scientific phenomena. To implement these experiential activities, we are developing a serious game in Unreal Engine, focused on Physics, and based on the concept of an escape room. This game aims to facilitate the understanding of the concepts by using simulations, ensuring a learning experience amplified by engagement, curiosity, interaction, and feedback. Within the game, players are guided by a narrative path which leads them through different rooms, each presenting puzzles and challenges. By solving these puzzles, players progress in the game. This method aligns with research on "Game-Based Learning and Serious Games in Education," which highlights the importance and effectiveness of game-based learning in modern teaching. A fundamental role in the game is played by an intelligent tutor based on AI, which actively assists players during the adventure. This system, which learns from questions posed by students, progressively specializes, offering personalized and targeted educational support. Thanks to this AI guidance, students receive immediate assistance on specific issues, further enhancing their understanding of the topics addressed. The goal of the project is to evaluate the game’s impact on student learning. This is achieved by implementation of pre-tests and post-tests. Both are designed to measure not only the theoretical knowledge acquired by students, but also the practical skills developed through the game.

Continuous training for company employees is evolving in an increasingly important and continuous way. There are many reasons and they have to do both with the rapid obsolescence of knowledge and with the need for transversal skills that cross specialist knowledge. All this must happen compatibly with work activities, deadlines, organizational constraints of space and time. In this sense, continuous training for employees represents fertile ground for experimentation and innovation of forms and tools. The paper describes the implementation of a generative AI-based virtual tutor within the Moodle platform to enhance the educational experience. The ongoing experimentation at a company that carries out online training for sales staff is structured in three phases: 1) integration of AI into the Learning Management System; 2) training on specific course content; 3) integration of a virtual avatar for voice interactions. The virtual tutor uses GPT-4 to provide: (a) personalized support 24/7, reinforcing learning through immediate feedback, (b) insights on specific topics, (c) interactive quizzes, (d) multilingual support and potential integration of external resources into course content. The effectiveness of the assistant will be assessed based on the collection and analysis of student feedback, with ongoing adjustments and improvements. Finally, the document emphasizes the importance of privacy and suggests the evaluation of open-source LLMs for enhanced data protection. Moreover, the importance of training through Retrieval Augmented Generation (RAG) is highlighted, and some tips are provided to ensure targeted and personalized responses.

In the highly complex and ever-changing framework in which educational institutions find themselves operating, effective leadership must be attentive to understanding and responding promptly to the demands of the context in which it is embedded, capable of combining the increase in technological endowments and the spread of their use, with attention to the more exquisitely pedagogical and didactic aspects and new educational paradigms (Arnold & Sangrà, 2018; Iacono, 2021). The manager is not only required to lead, but also to combine his or her leadership with web-based management (Hamzah et al., 2021. E-leadership can be defined as the effective use of digital technologies to lead, manage and influence the school community toward common goals (Wan Mart et al.2011). It includes the adoption of innovative communication, collaboration and management practices that rely on digital tools and online platforms. School leader e-leadership provides opportunities to improve the relationship with the educational community through the strategic use of digital technologies. Through effective communication, online community building, and the use of digital tools for management and participation, the head teacher can promote an inclusive, collaborative, and student success-oriented school climate (Paletta, 2021).

This presentation aims to present the results of a research conducted during the pandemic period with the focus on head teachers questionnaire on the strategies and tools by which they promoted the relationship and active participation of teachers, students and families even in virtual settings.

The dynamic landscape of teacher education and pedagogy calls for a re-evaluation of educational strategies to ensure they meet contemporary challenges while harnessing the potential of digital innovation. This paper presents an in-depth analysis of the eTwinning initiative within the context of Initial Teacher Education (ITE) in Italy, highlighting its contributions to addressing the evolving needs of teacher research, practice, and digital pedagogy. eTwinning, a platform fostering collaboration and project-based learning across European schools, has been integrated into the curriculum of Primary Education Science courses across 26 Italian universities, illustrating a significant paradigm shift towards embracing digital collaboration in educational practices.

By involving teacher candidates in international collaborative projects, eTwinning offers a hands-on approach to understanding and implementing inclusive teaching practices both real and virtual classrooms, addressing the challenges of diversity and differentiation in the classroom. This initiative not only equips future teachers with digital competencies but also fosters a pedagogical perspective attuned to the needs of a diverse student population, promoting equity and inclusion.

Through participation in transnational projects, future teachers gain insights into varied educational systems. This exposure is crucial for developing adaptable, innovative educational policies and practices that respond to the current and future challenges faced by educators worldwide.

The analysis draws on empirical data and case studies from Italian universities to discuss the impact of eTwinning on initial teacher education. The findings suggest that eTwinning represents a forward-looking model of teacher education, offering valuable lessons for empowering future teachers for a digital, sustainable, intercultural and inclusive education.

In the landscape of HE, internationalization has emerged as a cornerstone for fostering global competence and cross-cultural understanding. In this framework, the EU introduced the new tool named “Blended Intensive Programmes (BIPs)” which represents a dynamic tool within the Erasmus+ framework, offering a unique blend of virtual and physical mobility experiences.

This abstract delves into the transformative potential of BIPs to enhance the inclusivity of HE mobility programs while simultaneously boosting internationalization efforts, flexibility and scalability of blended learning formats.

BIPs serve as catalysts for inclusive mobility by breaking down traditional barriers to participation. Through innovative pedagogical approaches, including online modules, virtual collaborations, and immersive face-to-face encounters, BIPs accommodate diverse learning styles and needs, thus widening access to international experiences for a broader spectrum of students. By fostering a more inclusive environment, BIPs contribute to the democratization of international mobility, ensuring that students from fewer opportunities can engage meaningfully in global learning experiences.

The integration of virtual components not only enhances accessibility but also facilitates collaboration across borders, support transversal and innovative teaching, achieving educational objectives and promoting intercultural dialogue on a global scale, with reference to the European University Initiative (EUI).

In addition, Blended Intensive Programmes (BIPs) can be interconnected with Collaborative Online International Learning (COILs) and Microcredentials to further enhance the internationalization and inclusion experience within universities.

In conclusion, by embracing the innovative potential of BIPs, universities can foster a more inclusive and interconnected educational landscape, paving the way for a brighter, more globally engaged future.

How can teaching and learning move beyond the transmission of knowledge from teachers, to engage students inside and outside the classroom? According to Ritchhart (Ritchhart et al., 2011) we learn with others in the midst of authentic activities. However, the acquisition of knowledge in schools is still seen as an individual and highly content-oriented cognitive act, rather than a social, communicative and hermeneutic performance. This paper explores the educational implications of a co-research project based on the MLTV - Making Learning and Thinking Visible approach in four italian schools across educational stages from pre-primary to lower secondary. This approach combines the Visible Thinking (Perkins et al., 2000; Ritchhart et al., 2011) and Making Learning Visible (Krechevsky et al., 2013) frameworks. These methods, developed by Project Zero - Harvard Graduate School of Education, encourage teachers' research approach and collaborative reflection in order to support transformative learning (Mezirow, 1995) and lead students to articulate their own understanding and reasoning, thus promoting a classroom culture of intellectual inquiry. Starting from September 2022 (ongoing), the project involved teachers from different schools in a process of professional development based on recursive teaching activity in class and peer reflection online. Through the presentation of collaborative research design, mentoring process and data collection protocol, the paper will highlight a first contribution provided by the MLTV metodology to the implementation of group learning and social construction of deep knowledge. To this end, both the research strategy and preliminary findings of the project will be described and discussed.

Mentoring between schools is still underused and studied, due to practical challenges and obstacles that often limit its collaborative effectiveness (Armstrong et al., 2021; Rossi et al., 2022). In 2021, EUN, in collaboration with numerous MOE and INDIRE, initiated an international project aimed at studying and experimenting with over 120 schools different forms of mentoring networking capable of intervening in professional development and educational innovation. INDIRE realized 4 clusters in the national territory characterized by the presence of mentor and mentee schools, for a total of 22 institutions (Rossi et al., 2022, Panzavolta et al., 2022). The set of "enabling factors" was obtained through data analysis at multiple levels of action of the school ecosystem: at the level of individual schools and clusters of schools, initially identified at the international level and then validated at the national level. This contribution returns the "enabling factors" identified by the international level through the involvement of a representative number of schools from all MOE, integrating different sources of data (baseline survey, semi-structured interviews, school observation visits, cluster diaries). Subsequently, the factors that contributed to the effectiveness and success of a mentoring-based approach for digital improvement in schools are revisited and validated through an exploratory survey comprising all schools in the involved Italian clusters. The survey allowed to review the priority scale of the factors, identifying the conditions that make some factors more determining, as well as the existence of substantial differences within the various school levels also due to the specificities of the various territorial contexts.

Generally speaking, mentoring in schools is used both as an effective teaching/learning strategy between teacher and learner (Bird et al., 2015 ) and for the support of novice teachers (Mullen & Klimaitis, 2021; Lyons et al., 2019). More rarely it has been used in the context of school communities supporting each other, as in the case of mentoring experienced by the schools involved in the MENSI (Mentoring for School Improvement) project.The project mobilized 120 schools from six countries [Belgium/Flanders, Croatia, Czech Republic, Hungary, Italy, Portugal] coordinated by the Eun consortium. The main objective of the project was to promote digital innovation in schools through the use of ICT but also, at the institutional level, to achieve some common objectives of the Ministries of Education, such as the involvement of small schools and schools located in marginal contexts with disadvantaged students, and to explore and analyze the effectiveness and sustainability of mentoring approaches. The contribution intends to describe the mentoring models that emerged during the experimentation among the Italian schools, which lasted longer than the European project due to the effectiveness found by the teachers and school leaders involved. Peer-to-peer training took place on-line within the Moodle environment and was supported by INDIRE, which coordinated the methods and fostered the development of a community of practice that is still ongoing, enriched also by visiting moments between schools held in presence.

The integration of a novel teacher portfolio for newly recruited teachers in Italy epitomizes a new approach to meeting the demands of lifelong learning within the teaching profession. This paper explores the deployment and implications of this innovative model, which has been embraced by over 40,000 teachers during their probationary year starting from the 2023/24 school year. Anchored in a set of minimum professional standards, the teacher portfolio promotes self-evaluation across a broad spectrum of teaching competencies, from didactics and engagement in school life to organizational involvement and professional advancement. It encourages teachers to undertake reflective practice by documenting their professional development experiences, thereby fostering growth and facilitating adaptation to the complex realities of contemporary classrooms.

This transformative instrument is pivotal for the systematic documentation of teachers' professional trajectories and serves as an essential mechanism for continuous professional development and self-assessment. Its adaptability, extensive applicability across all educational levels and disciplines and flexibility across professional development phases (from Initial teacher Education, to Induction, to Continuous Professional development) renders it an invaluable tool in sustaining the principles of quality teaching and learning processes.

Leveraging empirical data from the 2023/24 school year, this study articulates the teacher portfolio's potential to markedly influence teachers' professional growth from a lifelong learning standpoint. The widespread adoption of the teacher portfolio by a significant number of educators in the induction phase heralds a shift towards a more introspective, standards-based approach to teacher development in Italy, with the potential for broader implications.

The University of Turin has been experimenting with methodologies and technological innovations in the field of digital credentials using Bestr, Italy's first digital credentialing platform, since 2016. This article aims to illustrate how the University is progressively creating an 'ecosystem' for digital credentials, consistent and complementary to that of traditional certifications, to enhance the skills acquired and relate them to the working reality. Over the years, the service has grown both in terms of the number of digital credentials issued and the number of structures involved, as well as the solutions adopted to meet new needs. Initially, it concerned the certification through Open Badges of skills and knowledge acquired by teaching and technical-administrative staff, with the perspective of enhancing internal training paths. The use of Open Badges then expanded to student users, particularly for certifying language skills and short extracurricular learning experiences. The UNITA project - Universitas Montium certifies international students' participation in select training initiatives as well. Open Badges are also used to certify participation in lifelong learning paths, such as University Courses for Updating and Professional Training and some individual courses, attended by workers for professional upskilling and reskilling. Since 2023, the University has incorporated Blockcerts for certifying certain degrees alongside Open Badges, enhancing authenticity and verification ease. Among the planned developments are the integration between Bestr and the students’ career management information system, for the automated issuance of digital credentials, and the integration between Bestr and the Europass platforms, for the issuance of European Digital Credentials for Learning.

The pandemic period has been instrumental in resulting in noteworthy changes in the way many professions are being organized with the help of technology. One of the professions that have undergone tremendous advancement in terms of adopting technology for functional executions is the Educational field. This is more so important in the case of the teaching fraternity of primary and secondary education who, unlike their counterparts in the higher education arena, experienced the adoption of technology for remote teaching for the first time in their professional life during the pandemic period. Therefore, the main objective of this study is to do a comparative analysis of how technology has impacted the professional lives of school teachers and higher education educators of Indian origin. A qualitative study involving semi-structured open-ended interviews with a sample of 10 school teachers and 10 college lecturers will be conducted to understand the challenges they encountered while adopting technological assistance for teaching, the importance of such technical capability so acquired during the post-pandemic period, and their perception of the future of education in the wake of technological advancements. The outcome of this study will contribute to the existing literature on the technology adaptation of school teachers and college lecturers and will be of greater relevance to the policymakers in the field of education to make strategies that could potentially tap the best of the teaching fraternity for the cause of better education.

The benefits of Virtual Exchange (VE) as an innovative pedagogy have been explored and documented in depth in the literature in both the Higher Education (HE) and Youth fields, yet the focus has predominantly – if not exclusively – dwelled on the students/learners conceived as the target of the Virtual Exchange projects. Yet, in a lifelong learning perspective, little research has so far been carried out that explores the impact of VE on older learners such as non-traditional university students and those in graduate level programmes. Nor has the impact of VE on university staff, be it teacher or administrative as well as technical staff, been deeply investigated, and only few real cases of VE projects addressed to university staff have been documented.

For university staff, participating in a VE is key to develop skills – such as intercultural competences – which are essential in the framework of an overall internationalisation of staff at HEI level, and in the light of institutional policies on Internationalisation at Home.

This contribution endeavours to specifically focus on the potential impact of VE on university staff when it is offered as an opportunity for continuous professional development. By also making references to some of the few real cases available, the major benefits of VE addressed to university staff will be highlighted, especially considering the practical constraints HEI staff often face due to the fact that they have multiple work, family and other social responsibilities, which can restrict opportunities for them to participate in in-person international learning experiences.

In Italy a one-year postgraduate specialisation course called 'special-needs teacher training' is required for support teachers (Ministerial Decree No. 249 of 10 September 2010). The main aim of this course was to develop specific knowledge and skills covering areas like special pedagogy, legal aspects, and the use of educational technology.

During Covid19 pandemic the course devoted to digital technologies (the so-called ICT-Lab) was delivered in asynchronous mode following a supported online video training approach (Andresen, 2009).

The ICT-lab course was developed into nine modules, each of which dedicated to a specific topic. The adoption of online video-supported training was beneficial for the development of teachers' technological skills and computer self-efficacy (Benigno et al., 2024).

Considering the crucial role that technologies play in the educational context with students with special educational needs and eager to understand how teachers have applied what they learned in the online video-supported training in their professional context, a follow-up research, one year later, was implemented. The aim of the present research is to analyze how the approach to technology use and adoption in the educational context has changed and, whether there have been any effects in teaching practices, following the qualification as a support teacher.

This research discusses an analysis based on the comparison of previous research outcomes (Benigno et al. 2024) and the analysis of a follow-up survey, filled in a year after the end of the course. A total of 61 participants took part in this second phase of the study.

In recent decades there has been extensive reflection on the ways in which science communication should be conceptualized. In this contribution we emphasize the importance of a cultural approach that frames it primarily as a meaning-making process and not only as a set of activities aimed at disseminating specific notions. This perspective allows to go beyond the limits of the debate on "deficit or dialogue" as the main frames of interpretation of the public communication of science.

In recent years, especially during the COVID-19 health crisis, digital tools for education have proliferated. Interestingly, some digital tools not originally designed for educational purposes can also be effectively repurposed. This presentation highlights two such examples to illustrate enhanced student engagement and attention. The first example is Twitch, a live video streaming platform mainly used for gaming. During the health crisis, educators successfully repurposed Twitch for course presentations. Compared to the university's traditional video conferencing platform, Webex, Twitch facilitated greater student interaction due to its relative anonymity and increased familiarity among students. The second example involves using the Minecraft video game for teaching project management. Sessions conducted using Minecraft showed significantly higher levels of visual attention and engagement from students compared to standard tutorial sessions. This demonstrates the potential of video games as powerful pedagogical tools. In conclusion, these examples underscore the importance of rethinking digital tools in education. They show that unconventional platforms and video games can significantly enhance student engagement and attention in the classroom. Educators should remain open to new technologies' possibilities to adapt and enrich students' learning experiences. These perspectives pave the way for innovative teaching and learning methods that effectively integrate digital tools into education.

The pervasive influence of technology on our lives is calling for a radical shift in the educational curriculum, compelling schools to introduce Computer Science (CS) and Computational Thinking (CT) as essential subjects for today's and future learners.

Despite the considerable progress in developing educational content, methodologies, and tools for teaching CS/CT, a notable gap persists in accommodating students with special needs. Within this context, technology is not merely an aid but the actual learning goal.

To address this, we conducted a systematic review analyzing interventional studies from 2015 to 2024 that involve CS/CT education targeted at students with special needs within the scope of compulsory education.

The research questions aim to identify the most successful types of interventions, their benefits, and the overall impact based on the underlying educational approaches.

The findings highlight the widespread use of educational robotics as a tool to foster inclusion and engagement among diverse learners. This approach has been shown to improve problem-solving skills and executive functions. Interventions designed for CS/CT education support metacognitive aspects, with tangible interfaces playing a pivotal role in facilitating these processes.

Studies targeting specific categories of special needs, such as Autism Spectrum Disorder, have observed a positive impact on social-emotional skills, providing insights for enhancing technology-mediated inclusion in educational settings. Envisioning a future with an increasing number of technology-related jobs, prioritizing CS/CT education for students with special needs could significantly contribute to their future prospects and help them fulfill their potential.

The Staff E-learning, Online collaboration, Architectures - Information Systems Management, Portal, E-learning of the University of Turin, among other services, deals with technical and methodological support for the E-learning’ universe. Based on general indications from the university's strategic plan, the Staff has implemented actions aimed at promoting greater accessibility and inclusion of web resources against any form of discrimination. In this context, a Moodle E-learning platform and a video registration and management system have been made available to all academic teaching structures, along with technical and methodological training interventions for teachers. Currently, the goal is to keep on improving the accessibility of digital resources. Several initiatives have been implemented: documentation for creating accessible teaching materials, tools for subtitling videos and vocalizing texts, software for producing accessible multimedia content, and so on. Furthermore, the Staff has participated in the development of an online course for disabled students’ tutors, based on materials made accessible since its design phase. From this experience and participation, along with expert teachers in the field, in a call from the University's Teaching and Learning Center, the idea of a course for professors dedicated to the creation of accessible teaching materials has emerged, with delivery methods that respect the recommendations contained within the course itself. A multi-channel, interactive course to support the creation of inclusive teaching materials based on Universal Design for Learning, where the user can autonomously decide the order in which she/he will access the content.

Virtual reality (VR) simulations are increasingly utilized in various educational and training settings to complement conventional learning approaches. The adaptable nature of virtual laboratories provides students with numerous advantages, such as exposure to hazardous reactions, complex procedures, or costly equipment, without the need for a physical science lab. Despite this, there is a scarcity of research supporting the effectiveness and efficiency of this innovative learning tool. Hence, this study aimed to evaluate the impact of biotechnology training using immersive VR technologies on students' motivation and learning outcomes compared to conventional methods alone. To achieve this goal, two distinct strategies were tested, respectively VR simulations were used “in place of” or “in addition to” the teacher's introductory lesson of a hands-on laboratory experience. Pre- and post-activity questionnaires were administered to measure the participants' theoretical knowledge, self-efficacy, interest in biotechnology, and engagement levels. Results indicated that replacing the introductory lesson with an immersive VR simulation led to lower learning outcomes compared to the traditional approach. Conversely, integrating VR simulations alongside existing methods resulted in higher learning outcomes, signifying a deeper comprehension of the subject matter. Additionally, the study revealed that learning through immersive VR simulations fosters greater student motivation than traditional methods. Thus, incorporating this technology alongside the established educational approaches in biotechnology could be considered a beneficial strategy to enhance student engagement while elevating learning outcomes.

The European Project IA-ME (Innovative methods and Artificial Intelligence in MOOC for special needs teacher Education) aims to support teachers in inclusive education by introducing a technological tool guiding them from evaluation to the implementation and monitoring of individualized educational plans for Special Educational Needs (SEN) students.

The project comprises 5 work packages with initial findings stemming from focus groups (FG) conducted across all IA-ME partner countries (Italy, Hungary, Spain, Greece, Turkey).

The FG’s goal was designed to collect teachers' views on the use of technology in inclusive education, to gather meaningful data on how teaching practices can be adapted to their needs

At least one FG was carried out in each partner country, involving a total of 53 teachers. Before the FG, participants were asked to complete the MyDigiSkills questionnaire, to assess digital competence, in addition to providing demographical data and career experience.

Teachers from each partner country answered 14 questions during the FG.

From the thematic analysis, several themes related to what inclusive education meant to participants emerged: adaptation and personalization, focus on needs and their point of view on technology as an inclusive tool.

Finally, different opinions on what they consider to be obstacles and facilitators in working practice emerged, such as collaboration with colleagues, family involvement, and adequate structures and tools.

Insights collectively garnered from the FGs have proven invaluable for understanding teachers’ opinions and enhancing European initiatives aimed at fostering an inclusive and technologically advanced school environment.

In the field of linguistic education, the application of generative artificial intelligence (AI) technologies, such as ChatGPT, is opening new avenues for enhancing language learning. This study focuses on a literature review and exploration of generative AI tools for developing linguistic competencies in the teaching of Spanish as a foreign language (ELE). Through an exhaustive review of existing literature, the main trends, applications, and effectiveness of these technologies in the educational context are identified. It examines how generative AI tools can personalize learning, provide interactive practices, and enhance the acquisition of linguistic skills in vocabulary, grammar, reading comprehension, and communicative competence.

Furthermore, the pedagogical and technical challenges associated with integrating AI into the ELE curriculum are explored, including the need to adapt these tools to specific learning objectives and ensure the cultural and linguistic relevance of the generated content. This analysis is complemented by the exploration of case studies and practical examples illustrating the effective application of generative AI in ELE learning environments.

The review emphasizes the importance of a well-defined pedagogical strategy that incorporates generative AI as a complement to traditional teaching methodologies, rather than as a substitute. Implications for the design of teaching materials, teacher training, and the assessment of linguistic competencies are discussed. The study concludes by highlighting the transformative potential of generative AI in ELE learning and suggests future directions for research and educational practice in this emerging field.

First-year Computer Science students often struggle to learn Java programming, and this condition can have a negative impact on their academic progress. Recently, an online tutoring system has been developed to help students learn Java programming. It allows students to execute and check Java code, making the learning process easier. Although the use of this tool has led to improvements in learning, it has been observed that the system has some weaknesses that need to be improved. The gap consists in the lack of specific and personalised feedback for the students. Therefore, a specific software has been developed, with an innovative approach based on machine learning using auto-clustering and neural networks. The new online tutoring system offers a better personalisation thanks to a graph model which personalises the study plan based on individual performance, optimising educational effectiveness through video tutorials and Java code evaluations. This system aims not only to increase the academic success of the students, but also to provide professors with a more precise assessment tool during exams.

The role of the e-tutor, considered strategically important in distance digital education, has taken on over the years multiple characteristics and roles, both due to the need to adapt to innovative and emerging technologies and to effectively integrate with evolving learning modalities and styles. The professional identity and competencies of the e-tutor are, to date, very fluid and still evolving. In the perspective of a strong push towards the digitalization of training processes, bearing in mind the functions and roles of the last two decades, what new identities might the e-tutor assume? The article aims to provide a narrative literature review, starting from Salmon's seminal text in 2000 up to the most recent scientific contributions on the topic, focusing on the evolution of this figure in a university context, with the intent of identifying new areas of study and exploration, especially considering recent applications of generative AI to automated tutoring systems and the significant European investments in the field of digital education.

This paper delves into the application of AI generative tools as co-designers for Master's students specializing in communication design. It builds upon the preceding research undertaken at the Department of Design at the Politecnico di Milano and subsequently presented at Isyde 2023. This exploration seeks to evaluate the efficacy and pedagogical implications of incorporating artificial intelligence in the creative process.

The first part of the paper offers an in-depth analysis of the genealogical evolution of Artificial Intelligence in Education (AIeD), contextualizing it - Jordan & Mitchell (2015), Agrawal, Gans, & Goldfarb (2018), Chui, Manyika, & Miremadi (2016) - thereby underpinning the efficacy of AI as a pivotal tool in learning experience (Di Rosario, Ferri, 2023).

The second part analyses two case-studies. Last year, an initial experiment was carried out with a class, which uncovered various methods and activities designed for assignment objectives within the Digital Culture course. Students were tasked with creating ten digital culture products, utilizing Generative AI as co-designers.

The ongoing research has been enhanced with the integration of another case study. In this case, particular emphasis was placed on the use of generative techniques in the development of programs and concepts that could be integrated into various types of monographic courses, from those dealing with media aesthetics to those concerning privacy and security.

Both experiments aimed to integrate advanced AI technology into the educational framework, providing insights into the collaborative dynamics between students and AI in the design process.

Artificial Intelligence has been a part of journalism since the Associated Press embraced it in 2014, experiencing a significant surge with the advent of OpenAI's ChatGPT in late 2022. This period marks an era of exploration into GenAI's future role in journalism, as leading publishers like the BBC, Reuters, NYT, and Financial Times transparently initiate task forces to weave GenAI into news production processes. This paper presents a systematic literature review based on searches in Scopus and Google Scholar including terms "GenAI and Journalism," "machine learning and journalism," "artificial intelligence and journalism," "automating news," and "bot+journalism." Additionally, over 300 articles published in global media from the first use of GenAI (January 2023) to the end of March 2024 were analyzed. These articles were categorized based on themes such as News Production, responsible AI, misinformation, fact-checking, education and training, AI Strategy, and AI Tools.The dual aspects of GenAI in journalism emerge distinctly. Ethical concerns and the potential for misinformation pose significant risks to democracy, complicating the distinction between authentic and AI-generated content, alongside issues like plagiarism, "hallucinations," opaque communication, and the threat of displacing journalists. However, GenAI also holds potential as a catalyst for creative news production and can enhance investigative journalism if applied with strict controls, reader-centric motivations, and adherence to the enduring principles of journalism: truth and transparency. The study underscores the need for an ethical framework guiding AI's journalistic use, arguing that, with conscientious human oversight, GenAI can significantly transform journalism, balancing technological innovation with journalistic integrity

In relation to developments in Visual Generative AI (Combs, Moyer, Bihl, 2024), this contribution wants to focus on the generation of images through the recursive prompting (Yang, et al. 2022). In particular, the reference is to the production of the manifesto, a visual textual form analysed as an image-suitcase within a semio-pragmatic approach (Odin, 2011). This image is the bearer of different iconic signifiers which refer to distinct meanings that intersect and whose general meaning is defined in relation to the context in which it is produced and received. The image-manifesto condenses what circulates in an expanded and disorderly way and isolates the main axes and values of a content (Pezzini, 2008). In this sense, the manifesto also has a dynamic function within a broad social and cultural discursiveness that brings together different texts and practices with even the biases involved in their constitution (Fabbrizzi, et al. 2022; Panciroli, Rivoltella, 2023). Specifically, the contribution proposes an analysis of the generative stories of these textual forms, set up within the Manifesto Rooms of the MOdE- Digital Museum of Education, University of Bologna (Panciroli, et al. 2020). These are digital environments in which the visitor can interact with Visual Generative AI tools to create an image-manifesto, showing both the final product and the intermediate visual contents that enables its elaboration. The aim is to analyse the cognitive surplus (Shirky, 2010) related to the visual generation of AI with respect to the initial inputs, formulated through a succession of text-to-image and image-to-image prompts.

Climate change is progressively changing the nature of work in various occupations and the skills required of many workers even in the STEM fields. Education at all levels, including higher education, should face with these changes, adapt to new challenges and conditions, and change its approach to teaching.

Traditionally, hard skills have been considered essential, yet several studies highlight the crucial role of soft skills in rapidly changing working environments. Therefore, the ability to develop these skills as part of a holistic approach to the 'greening' of the economy is essential for educators, as their students are future workers and potential change agents in the green industry.

The findings of this research provide some interesting insights for STEM educators. Soft skills are widely recognised, but green soft skills are not well known. Communication, empathy, and problem-solving are particularly useful for the green transition. This essentially involves changing mindsets, working in multidisciplinary environments, and influencing employees and customers.

The connection with industry stakeholders as co-designer or simply contributors to the learning experience, and collaboration between faculties, fostering transdisciplinarity, can be a leverage to develop such skills.

The prevalence of video-based learning has significantly increased in contemporary educational settings, yet this widespread adoption is not without inherent challenges. One of the primary concerns involves the limited awareness teachers have regarding how students are engaging with the video content: are the concepts being clearly understood, or are there challenging segments that not all students grasp? What questions do students have? What comments might they have? To confront this challenge, Evoli, a video-annotation system aimed at collecting student feedback was developed, to enhance educator awareness. This innovation was conceived within the framework of Design Based Research, characterized by iterative cycles of design, deployment, analysis, and redesign. The initial design allowed the acquisition of feedback from students: time-stamped questions and self-assessment of understanding. In the second iteration, learning analytics were added, facilitated by artificial intelligence algorithms, to construct comprehensive learner profiles by integrating both sets of data. The tool was initially implemented in a real-world setting, involving four courses at a technical university, followed by a deployment in a controlled laboratory environment. To date, it has engaged more than 600 students. The integration of student feedback with usage data distinguishes the tool from the state of the art and enables the provision of comprehensive dashboards to educators that reveal how students engage with and respond to instructional videos, both as a cohort and on an individual level. This innovation paves the way for the enhancement of instructional design in in-person sessions and the personalization of teaching approaches.