Educational Dialogues: Between Paradigms, Practices, and Innovation
Dialoghi Educativi: Tra Paradigmi, Pratiche e Innovazione
Rita Minello
Dipartimento di Studi Umanistici, Università degli Studi di Ferrara (Italy) – rita.minello@unife.it
https://orcid.org/0000-0001-5623-7347
The editorial explores the transformative role of education as a driver of social change in an era marked by global challenges such as climate change, digitalization, and social inequalities. It emphasizes the importance of pedagogical innovation, critical reflection, and experiential learning to address these challenges. Artificial intelligence and emerging technologies are highlighted as key tools for personalized learning, while also raising ethical and pedagogical concerns. Finally, the role of education in promoting social justice and combating intolerance and socio-political polarization is underlined.
L’editoriale esplora il ruolo trasformativo dell’educazione come motore di cambiamento sociale in un’epoca segnata da sfide globali come la crisi climatica, la digitalizzazione e le disuguaglianze sociali. Viene sottolineata l’importanza dell’innovazione pedagogica, della riflessione critica e dell’apprendimento esperienziale per affrontare tali sfide. L’intelligenza artificiale e le nuove tecnologie emergono come strumenti cruciali per personalizzare l’apprendimento, ma sollevano anche questioni etiche e pedagogiche. Infine, si evidenzia il ruolo dell’educazione nella promozione della giustizia sociale e nella lotta contro l’intolleranza e la polarizzazione socio-politica.
Education, Pedagogical innovation, Experiential learning, Social justice, Critical reflection.
Educazione, Innovazione pedagogica, Apprendimento esperienziale, Giustizia sociale, Riflessione critica.
The Author declares no conflicts of interest.
December 30, 2024
December 30, 2024
December 31, 2024
Education has never been, nor will it ever be, simply a process of transmitting knowledge; rather, it is a robust engine of social change, capable of shaping individuals who are aware, critical, and actively engaged in building a more just and inclusive society. As Nelson Mandela famously stated, “Education is the most powerful weapon we can use to change the world” (Mandela, 2003). In this perspective, learning becomes a continuous experience that develops through engagement with reality, interaction with others, and critical reflection on one’s actions.
In the current context, marked by rapidly evolving global realities such as the climate crisis, digitalization, and growing social inequalities, the role of education as a catalyst for change becomes even more crucial. Educational institutions are called to address these challenges by adopting innovative teaching practices and promoting active and responsible citizenship. The increasing use of technology in education, accelerated by the recent pandemic and the widespread introduction of artificial intelligence, has highlighted the importance of rethinking teaching methods to ensure equitable and inclusive access to learning opportunities. Artificial intelligence, in particular, while offering new perspectives for the personalization of learning pathways and the analysis of educational data, also raises ethical and pedagogical questions that require careful consideration.
Furthermore, the current global socio-political climate, characterized by the emergence of polarized and divisive positions, calls for an urgent response from the field of education, which must aim to promote critical thinking, tolerance, and anti-dogmatic dialogue. This is essential to equip new generations with the tools to counter these phenomena and contribute to the construction of a peaceful and inclusive society. In this context, educational action becomes an indispensable tool for preventing ideological drifts and radicalization, providing young people with the means to navigate the complexity of the contemporary world.
Pedagogical innovation, one of the key themes of this issue, emerges as an essential element to meet the educational expectations of our time. The ability to rethink established paradigms, teaching methodologies, and educational tools is crucial to fostering meaningful and personalized learning processes. In this regard, schools must embrace the role of “learning communities,” where teachers and students actively collaborate in the construction of knowledge, developing skills that go beyond the academic dimension to embrace social and cultural aspects.
Critical reflection, another central aspect of education as a driver of change, is necessary to develop a deep awareness of one’s experiences and to encourage the continuous improvement of educational practices. Jean Piaget asserted that “The principal goal of education is to create individuals who are capable of doing new things, not simply repeating what other generations have done” (Piaget, 1972, p. 50). This statement underscores the importance of an educational approach that goes beyond passive content acquisition to foster the ability to analyze, problematize, and transform reality.
This issue explores various aspects of experiential learning: from the alternative pedagogy of traditional Peruvian dance as a tool for cultural inclusion to the use of technology in higher education to enhance student engagement and awareness. These experiences demonstrate how education can serve as a lever for personal and social growth, offering students authentic and contextually relevant learning opportunities.
Another key theme addressed in this publication is the role of education in promoting social justice. Malcolm X once stated, “Education is our passport to the future, for tomorrow belongs to those who prepare for it today” (Malcolm X, 1964/2021). Educational practices oriented towards social justice aim to reduce inequalities and foster the inclusion of all individuals, regardless of their socio-economic and cultural conditions. Through equitable and participatory education, it is possible to build a more cohesive and supportive society.
The contemporary educational landscape demands a continuous commitment to seeking innovative solutions, adopting reflective practices, and valuing experiential learning as a tool to address emerging social challenges. The articles featured in this issue provide insights and concrete proposals for an education that is truly transformative, inclusive, and forward-looking, positioning itself at the heart of an educational dialogue that intertwines paradigms, practices, and innovation.
Below, we outline the main themes and issues addressed in the various contributions of this issue of Formazione & insegnamento, divided by sections.
1. Paradigms
This section explores fundamental educational theories and their practical applications. It focuses on innovative approaches and reinterpretations of established pedagogical principles, with particular attention to the philosophical, social, and cultural paradigms that guide educational policies.
The article by Anita Gramigna – Umberto Margiotta interprets John Dewey: About Freedom and Liberalism – explores Umberto Margiotta’s interpretation of John Dewey’s thought, focusing on the concepts of freedom and liberalism. The author highlights how Margiotta revisits Dewey’s Liberalism and Social Action to emphasize the need for education centered on cooperative and social intelligence as a tool to address the contradictions of contemporary neoliberalism. The contribution invites reflection on the transformative role of education in building a more equitable and participatory society.
2. Inhabiting the World
This section analyzes the relationship between education and the social and cultural environment, exploring how educational practices can facilitate integration and intercultural understanding. Contributions focus on educational challenges related to globalization, migration, and identity construction in multicultural contexts.
Daniel Diaz Benavides’ article – ‘La Marinera’ and its alternative pedagogy – offers an in-depth ethnographic analysis of the Peruvian national dance, the Marinera, exploring its role as an alternative pedagogy. Through years of participatory research, the author examines the learning processes emerging from marginalized communities, highlighting the creativity and intuitiveness of educational practices outside state institutions. The contribution underscores how the Marinera has become an important tool for socialization and cultural integration within the context of internal migration and social changes in contemporary Peru. The contribution by Laura Corazza and Gabriele Martinucci, titled Social Media for Dissemination and Science Education: Reality or Fabrication? explores the role of digital platforms in science dissemination by analyzing the impact of a series of educational videos produced for Instagram and Facebook in collaboration with the Botanical Garden and Herbarium of the University of Bologna. The study highlights the potential of social media to engage the public and promote scientific awareness, while also emphasizing the challenges related to measuring the actual educational effectiveness of these tools.
3. Higher Education
The contributions in this section focus on the challenges and opportunities of university and advanced education. They address topics such as the use of technology in higher education, teaching innovation, the acquisition of transversal and professional skills, and the adaptation of university systems to labor market demands.
The article Technology in Higher Education: An Exploratory Study to Investigate Teachers’ Ideas and Perspectives, by Elisabetta Nicchia, Davide Parmigiani, and Emiliana Murgia, presents an exploratory study on the use of technologies in university teaching, based on semi-structured interviews with faculty members at the University of Genoa. The analysis highlights a variety of tools and practices adopted, with significant differences depending on disciplines and contexts. Central themes include the need to enhance the digital skills of faculty and students, as well as reflections on formative assessment practices. The study emphasizes how technological integration can support active and personalized learning, while also revealing challenges related to preparation and the adoption of new methodologies. Following this, the article Competence Assessment Workshop: A Qualitative Research on Students’ Perceived Learning Outcomes and Usefulness, by Giulia Bucciol and Cristina Zaggia, explores the formative, orientative, and socio-professional empowerment value of the competence assessment workshop through a qualitative study conducted with university students. The analysis highlights the acquired learning and the perceived usefulness by students, underscoring how this methodology can support self-awareness and career planning. The results confirm the relevance of competence assessment in the academic context and suggest its broader adoption in school settings as well.
4. Teaching
This section delves into teaching methodologies and strategies at all educational levels, focusing on innovative practices to enhance student learning. Topics include teacher training, the use of digital tools in the classroom, assessment, and educational inclusion.
The first two contributions relate to early childhood education. Francesca Granone’s article – Teacher Mediation in Coding Activities: A Case Study Using an Inclusive Research Approach in Early Childhood Education – analyzes the role of teacher mediation in coding activities within early childhood education through an inclusive research approach. Using a case study, the author explores how teachers can adapt and personalize coding activities to support all children, including those with developmental disabilities. The results highlight the importance of instructional planning, active mediation, and the role of technological artifacts in facilitating collaborative learning and computational thinking in early childhood settings. Following this, Chiara Dalledonne Vandini, in How to Use Video Analysis in Training with Educators and Teachers of Early Childhood: An Operative Model, proposes an operational model for using video analysis in the training of educators and early childhood teachers. Based on a participatory approach, the model aims to develop reflectivity and professional skills, providing concrete tools to observe and improve daily educational practices. The author highlights how video analysis captures relational and communicative details often overlooked, fostering constructive discussion and collaborative learning.
Two additional contributions focus on primary school education. The article Thinking, Reflecting, Transforming: Methodological Innovation in Primary School for Teacher Training by Francesca Anello and Gabriella Ferrara analyzes methodological innovation in primary school through action research based on spaced learning. The study explores how this methodology can foster teachers’ critical awareness in relation to instructional design, decision-making, and problem-solving. The findings show a significant enhancement of teachers’ professional skills, confirming the effectiveness of spaced learning as an innovative approach to improving teaching quality and critical reflection capacity. Following this, Stefano Scippo’s contribution – Orthodox, Adapted, and Out of Place: Three Profiles of Montessori Primary School Teachers – analyzes the different profiles of Montessori primary school teachers in Italy through a cluster analysis on a sample of 329 teachers. The study identifies three distinct groups: orthodox, adapted, and out of place, based on the degree of adherence to Montessori principles. The results highlight how teachers’ practices are influenced by institutional and personal factors, underscoring the need for reforms to ensure a more coherent implementation of the Montessori model in Italian schools.
The contribution dedicated to lower secondary school is: Assessment Experienced in the Classroom: A Study in a Lower Secondary School in the Province of Varese, by Katia Montalbetti. This study explores the relationship between school well-being and students’ assessment experiences in a lower secondary school in the province of Varese. Through an empirical approach inspired by the Student Voice perspective, the research highlights how students perceive assessment not only as a measurement of results but also as an experience that impacts their educational and emotional journey. The results suggest the need for greater attention to the consistency between declared principles and implemented practices, offering insights to improve educational dialogue and the quality of the school experience. Silvia Scolaro, in Enhancing plurilingual awareness in the Italian class: A pedagogical proposal, presents an innovative pedagogical proposal to foster plurilingual awareness in the Italian as a foreign language classroom. Through a field experiment conducted during an intensive summer course, the author explores the effectiveness of multimodal activities, such as visual language autobiographies and plurilingual poetry, in enhancing students’ linguistic repertoire. The findings show how an art-based approach can promote greater metacognitive and identity awareness, helping to overcome the still dominant monolingual paradigm in Italian language teaching.
Two other contributions focus on teacher training. The article by Monica Banzato – The Potential of Qualitative Research in Initial Teacher Training: An Exploratory Study of the Attitudes of Learners of Foreign Languages – explores the potential of qualitative research in initial language teacher training by analyzing the cognitive, affective, and behavioral attitudes of students. Through an exploratory study based on the Attitude Towards Research (ATR) scale, the results show a general appreciation for qualitative research, which is considered relevant both for the educational path and for future teaching practice. The author emphasizes the importance of further integrating this approach into training programs to promote critical and reflective skills among future teachers. The quality of teacher training in the Democratic Republic of the Congo is addressed in the contribution Quality of Education and Teacher Training: What challenges for the Democratic Republic of Congo? by Dalila Raccagni. This study analyzes the challenges facing the educational system of the Democratic Republic of the Congo in terms of education quality and teacher training. The author highlights structural issues, deficiencies in pedagogical skills, and socio-economic challenges, proposing strategies to improve teacher training and ensure more equitable and inclusive education. The contribution underlines the importance of a systemic approach that integrates effective educational policies, targeted investments, and active involvement of local communities to overcome disparities and promote the right to education.
5. History of Education
This section examines the history of education to better understand current and future challenges, exploring the evolution of pedagogical ideas, educational institutions, and school policies, highlighting lessons learned from past educational models.
The article by Giambattista Bufalino – Leadership for Social Justice in Education: The Legacy of Marielle Franco – explores the legacy of Marielle Franco, Brazilian activist and politician, in the field of leadership for social justice in education. Through a critical analysis of her thought and practices, the author highlights how Franco managed to combine critical pedagogy, political activism, and educational leadership to address systemic inequalities in the favelas of Rio de Janeiro. The importance of her figure as a model of empowerment and resistance is emphasized, offering reflections on how education can serve as a tool for social transformation and intercultural inclusion. The contribution ‘Da mihi animas, caetera tolle:’ The Foundation of the Catholic Educational Ideal in Don Bosco, by Michele Loré, analyzes Don Bosco’s contribution to Catholic education through his preventive method, summarized in the motto Da mihi animas, caetera tolle. The author retraces the saint’s life, highlighting his ability to combine educational passion, social sensitivity, and a pedagogical vision rooted in Christian faith. The preventive method, based on religion, reason, and kindness, emerges as an educational model centered on the prevention of deviance and the integral formation of the person, remaining a source of inspiration for youth education today. Following this, the article by Federica Gualdaroni – Emergencies and Educational Responses: A Historical Analysis of Civic Education in Times of Social Crisis – analyzes, from a historical perspective, the educational responses adopted during periods of social crisis such as wars, economic downturns, and global health emergencies. Through the analysis of significant case studies, such as the two World Wars, the Great Depression, and the recent pandemic, the author examines how civic education has been used to promote social cohesion, resilience, and responsible participation. The study highlights how educational institutions have adapted their curricula to respond to socio-political challenges, suggesting potential directions for civic education—now known as education for citizenship—capable of preparing citizens to face the complexities of the contemporary world.
6. Corporeality
This section focuses on the importance of the body in the educational process, exploring the role of movement, sports, and psychomotor activities in learning. The contributions analyze how bodily practices can influence students’ cognitive and emotional development, promoting physical and mental well-being.
The first article, by Mariapia Mazzella and Arianna Fogliata, Innovative Teaching: Movement for the Psychomotor Improvement of Students, explores the use of Body Percussion as an innovative teaching methodology for psychomotor improvement. Through an experimental study conducted on lower secondary school students, the authors present the impact of this practice on motor education, highlighting a significant reduction in stress levels and an improvement in motor coordination. The results suggest the potential of Body Percussion as an effective educational tool to promote well-being and learning, fostering an integrated approach between movement and music. Matteo Bibba, in Sports Practice, Health Promotion, and the Educational Process in Adolescence, analyzes the role of sports practice in adolescence as a tool for health promotion and educational development. The author emphasizes how sports, in addition to promoting motor development, contribute to the acquisition of life skills, which are essential for the personal and social growth of young people. Through the adoption of active teaching methodologies and educational mediation, sports practice becomes a privileged context for promoting physical, emotional, and relational well-being, underlining the need for conscious and targeted planning to maximize the educational benefits of sports. Finally, Tiziana D’Isanto follows up on the topics previously dealt in Sports practice as an educational tool and a means of promoting psychophysical and social well-being—edited by Francesco Sgrò (2024)—in her paper titled The socio-educational accountability of football academies. This work is concerned with examining the situation of the state of inclusion in football schools, to propose a model that is more suited to special needs.
Anello, F., & Ferrara, G. (2024). Thinking, Reflecting, Transforming: Methodological Innovation in Primary School for Teacher Training. Formazione & insegnamento, 22(3), 7430. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7430
Banzato, M. (2024). The Potential of Qualitative Research in Initial Teacher Education: An Exploratory Study of the Attitudes of Learners of Foreign Languages. Formazione & insegnamento, 22(3), 7541. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7541
Bibba, M. (2024). Sport Practice, Health Promotion, and Educational Process in Adolescence. Formazione & insegnamento, 22(3), 7224. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7224
Bucciol, G., & Zaggia, C. (2024). Competences assessment workshop: Qualitative research on students’ perceived learning outcomes and usefulness. Formazione & insegnamento, 22(3), 7419. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7419
Bufalino, G. (2024). Leadership for Social Justice in Education: The Legacy of Marielle Franco. Formazione & insegnamento, 22(3), 7423. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7423
Dalledonne Vandini, C. (2024). How to use video analysis in training with educators and teachers of early childhood: An operative model. Formazione & insegnamento, 22(3), 7400. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7400
D’Isanto, T. (2024). The socio-educational accountability of football academies. Formazione & insegnamento, 22, 7178. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7178
Diaz Benavides, D. (2024). ‘La Marinera’ and its alternative pedagogy. Formazione & insegnamento, 22(3), 7289. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7289
Gramigna, A. (2024). Umberto Margiotta interprets John Dewey: about freedom and liberalism. Formazione & insegnamento, 22(3), 7404. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7404
Granone, F. (2024). Teacher Mediation in Coding Activities: A Case Study Using an Inclusive Research Approach in Early Childhood Education. Formazione & insegnamento, 22(3), 7537. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7537
Gualdaroni, F. (2024). Emergencies and Educational Responses: A Historical Analysis of Civic Education in Times of Social Crisis. Formazione & insegnamento, 22(3), 7718. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7718
Loré, M. (2024). ‘Da mihi animas, coetera tolle:’ The Foundation of the Catholic Educational Ideal in Don Bosco. Formazione & insegnamento, 22(3), 7254. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7254
Malcolm X. (2021, May 8). Oxford University Union Debate in 1964. B:M2025: Dig Deeper, Look Closer, Think Bigger. https://www.blackhistorymonth.org.uk/article/video/malcolm-x-oxford-union-debate-dec-3-1964/
Mandela, N. R. (2003, July 16). Lighting your way to a better future: Speech delivered by Mr N R Mandela at launch of Mindset Network. The Nelson Mandela Foundation Archive, ZA COM MR-S-909. Nelson Mandela Centre of Memory. Retrieved from https://archive.nelsonmandela.org/index.php/za-com-mr-s-909
Mazzella, M., & Fogliata , A. (2024). Innovative Teaching: Movement for the Psychomotor Improvement of Students. Formazione & insegnamento, 22(3), 7505. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7505
Montalbetti, K. (2024). Experiencing Assessment in the Classroom: A Study in a Lower Secondary School in the Province of Varese (Italy). Formazione & insegnamento, 22(3), 7613. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7613
Nicchia, E., Parmigiani, D., & Murgia, E. (2024). Technology in Higher Education: An Exploratory Study to Investigate Teachers’ Ideas and Perspectives. Formazione & insegnamento, 22(3), 7465. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7465
Piaget, J. (1972). The Principles of Genetic Epistemology. London: Routledge & Kegan Paul.
Raccagni, D. (2024). Quality of Education and Teacher Training: What challenges for the Democratic Republic of Congo?. Formazione & insegnamento, 22(3), 7399. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7399
Scippo, S. (2024). Orthodox, Adapted, and Out of Place: Three Profiles of Montessori Primary School Teachers. Formazione & insegnamento, 22(3), 7414. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7414
Scolaro, S. (2024). Promuovere la consapevolezza plurilingue nella classe di italiano: Una proposta pedagogica. Formazione & insegnamento, 22(3), 7590. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/7590
Sgrò, F. (2024). Sports practice as an educational tool and a means of promoting psychophysical and social well-being. Formazione & insegnamento, 22(S1), 1–4. https://doi.org/10.7346/-feis-XXII-01-24_01