Pedagogical reflection on university dropout and good internship practices for the university well-being of future educators and pedagogists

Abstract

In 2021/2022, Italy recorded a university dropout rate of 7.3%, marking an increase compared to the previous year (MUR data). Faced with this evidence, pedagogical reflection questions not only the causes of this dropout but also commits to planning actions, both corrective and preventive, at a European level. The phenomenon of dropout cannot solely be attributed to study courses but also involves career paths. This unexpected trend has increasingly become a widespread practice: resigning serves as a means to prevent exploitation and deterioration of personal and relational health. Questioning these phenomena places university well-being at the forefront, addressing both the personal well-being of the student and their future professional prospects. Reflecting on the university well-being of tomorrow's pedagogists and educators presents an opportunity to comprehend the phenomenon and design support and prevention measures.