Fostering inclusive learning cultures through Successful Educational Actions (SEAS): evidence-based practices in formal and non-formal settings in Sicily

Abstract

This paper explores how inclusive and democratic learning cultures can be cultivated through the implementation
of Successful Educational Actions (SEAs) in both formal and non-formal settings. Grounded in general and social pedagogy, drawing on Flecha’s dialogic educational principles (2000) and rooted in the legacy of Freire’s
critical pedagogy, the contribution examines SEAs as evidence-based, transformative practices capable of reshaping educational environments, enhancing the professional development of teachers and educators, and promoting equity and participation. After presenting the theoretical foundations, the paper discusses key findings from international literature and
empirical data. Particular attention is devoted to Sicilian implementations within the European REFUGE-ED
project, highlighting the impact on school climate, student performance, and family and community engagement
in multicultural contexts. Bridging theory and practice, the paper argues that SEAs are powerful tools for rethinking the culture of education, improving academic achievement and transforming professional roles, spatial design, and dialogic relationships.