Vol. 23 No. 3 (2025): Formative Practices and Multidimensional Inclusion: From Challenging Contexts to Challenging the Context

Editor: Giancarlo Gola

Published: 2025-12-31

Full Issue

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Front Matter

• Front Matter

  i-ii

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Table of contents

• Table of Contents

  iii-iv

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Editorial

• Formative Practices and Multidimensional Inclusion: From Challenging Contexts to Challenging the Context

  Giancarlo Gola

  1-6

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Articles

• Educating in Animality: The Face of the Other in Non-human Animals

  Carolina Scaglioso

  7-16

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• School and Sustainable Relationships: Pedagogical Perspectives for an Ecological and Intercultural Literacy

  Fabio Alba

  17-23

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• A pedagogical ethic for transitions: Digital, ecological and social

  Cristian Righettini

  24-30

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• Women, Education and Work in Italy: Don't let your guard down!

  Carlo Macale

  31-39

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• Bullying and school well-being: A case study within an action research project in a primary school in Friuli-Venezia Giulia

  Enrico Santoro

  40-46

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• Internationalisation in Educator Training: Insights from an International Research Cooperation

  Stephanie Mian, Evi Agostini, Cinzia Zadra

  47-54

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• Democratic Engagement and Transformative Inclusion: Insights from Italy’s 0–6 Early Childhood Education and Care Sector

  Vanessa Macchia, Stefania Torri

  55-62

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• Narration, affectivity, and reflexivity in teacher education: A laboratory for the educational management of challenging students

  Paolo Arru, Veronica Simona Benhamza

  63-72

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• Designing Gender-Inclusive Didactic Fairy Tales: An Empirical Investigation of 54 Original Tale Texts

  Diana Olivieri, Barbara Palleschi

  73-82

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• Teaching and learning metacognitively with task-based activities: A case study with Chinese students of Italian

  Silvia Scolaro

  83-93

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• The value of internship and mentoring in the development of a teacher’s professional identity

  Donatella Visceglia, Ester Caparrós Martín, Amalia Rizzo

  94-102

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• DigCompEdu 4 Inclusion: A framework for promoting teachers’ digital competences for inclusion

  Ilaria Ancillotti

  103-114

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• Experiential Learning and University Well-being: An Exploratory Study among Students in Italy and Spain

  Daniele Coco, Isabella Giacchi, Giovanni Maria Vecchio, Francisco Javier Huertas Delgado, Paola Perucchini

  115-125

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