Abstract The paper, the result of a scoping review conducted within the framework of the PRIN «Phoenix. A New Kind of ‘Rebirth’ for Women and Children Living in Conditions of Marginalization», explores the condition of incarcerated mothers through a pedagogical and intersectional lens, with the aim of redefining educational and social services for women and children living in conditions of marginalization. Drawing on a rigorous and multidisciplinary methodology, the literature review identified 85 relevant international studies. The subsequent thematic analysis revealed seven core conceptual areas shared across the studies: social and institutional stigma; narratives and representations; systemic racism and intersectional perspectives; mental health and well-being; forms of agency and disempowerment; motherhood inside and outside prison; and prison policies. The findings highlight recurring critical issues across the various contexts examined: motherhood in prison emerges as an ambivalent space in which women negotiate their identities between institutional control and practices of resistance, within a penal system that remains largely inattentive to gender dynamics and the parental role of women.
Abstract This umbrella review investigates the causes and prevention strategies of school dropout, synthesizing evidence from systematic reviews and meta-analyses to explore how research has evolved in recent decades. A total of 66 records were retrieved through searches in the following databases: Scopus (via Elsevier), Education Resources Information Center (ERIC, via EBSCO), and Web of Science. Finally, 4 studies that met all the criteria were included in the review. The review finds that while early studies focused on individual factors such as academic performance and motivation, more recent research underscores the role of systemic and structural issues, such as socio-economic disparities, institutional support, and family involvement. The review identifies effective interventions, including mentoring, socio-emotional learning, and academic support, but stresses the need for a more comprehensive approach that addresses the root causes of dropout, particularly for marginalized student populations. The findings suggest that long-term success in preventing dropout depends on the implementation of inclusive, multi-dimensional strategies that adapt to the unique needs of each community and student demographic.
Abstract This article examines the emergence of a new ecological aesthetic and environmental pedagogy in the 20th century music through the works of Olivier Messiaen and Gustav Mahler. Both composers display affinities in their inspiration to nature and to the sound of nature. The monumental dimension of Mahler’s Third Symphony (1893-96) – which conceives the symphonic form as a gigantic world, proceeding vertically from terrestrial nature to God – is similar to the cosmic program of Messiaen’s Turangalîla Symphonie (1946-48). The two musicians share a similar romantic adherence to the myth of nature, which rejects the degradation of urban space and the anthropocentrism. Messiaen, after 1950, distancing himself from the serial avantgarde, achieves a radical, integral naturalism in works such as Catalogue d’oiseaux (1956-58) and Chronocromie (1960) where a musical reinvention of birdsong becomes fundamental. This evolution is parallel in the 1970s with a new ecoaesthetics and ecological pedagogy which is affirmed, among others, in the works and in the educational model of Raymond Murray Schafer. The new musical ecocentrism is an expression of the crisis of the anthropocentrism of the avantgarde and shows the rise of a new postmodern perspective on the relationship between man and nature.
«LIKE TREES WITHOUT ROOTS»: THE CHALLENGES OF SUPPORTING YOUNG MIGRANTS IN PRACTITIONERS’ NARRATIVES Abstract The article explores the challenges that operators of reception centers face when working with young migrants. The research analyzes the perspectives of professionals who participated in an experiential training project based on case discussions. Six main themes emerge from the observational reports: learning the Italian language, meeting deadlines, sending money home, the temptation of «easy money», bureaucratic complexities, and difficulties in mutual understanding. The narratives around these themes show the many «voices» involved (regulatory framework, institutions, migrants, families) and the complexity of managing integration requests. Many of such requests are indeed full of paradoxes and difficulties. Operators seem to find themselves amid these tensions alongside their young clients, caught between standard regulatory demands and the reality of individual particular cases. In this complex scenario, the role of the operators is crucial. Not only do they offer services with practical utility, but they also act as a bridge between two worlds that meet and clash, requiring the deployment of intercultural sensitivity and the capacity for empathetic listening.
DEVELOPING LOGICAL REASONING AND PROBLEM SOLVING SKILLS IN PRIMARY SCHOOL: A SYNTHESIS OF THE EVIDENCE Abstract In recent years, the need to enhance the logical and problem solving skills of students of all levels with structural interventions, including early ones, has increased, recognizing their transversal impact with repercussions on various school and academic areas. This review presents and discusses the results of a series of experimental investigations on programs to enhance these skills conducted in Italy in various primary school classes between 2017 and 2024. The results highlight the effectiveness of interventions of this type in promoting students’ logical reasoning and problem solving skills. Another element which deserves consideration is that these activities are enjoyed and appreciated by both students and teachers. It follows that these activities need to have a specific emphasis both in the National Guidelines for the curriculum and in teaching practices
Abstract The goal of this study was to evaluate the relationship between a meditation app and anxiety. The effect of a free 13 minute guided meditation exercise (Take a Break!) on State Trait Anxiety Inventory (STAI) scores was evaluated in a normative sample of 75 undergraduate students. The only significant group difference was for state anxiety after intervention, such that the meditation group had lower state anxiety after meditation than the control group after waiting. This is an important finding because everyday life presents many challenges that increase anxiety, and having a tool that simply takes a 13 minute break is very valuable. Most people of all ages always have a cell phone with them which would make the this app very available in times of stress. This very brief intervention could be used in many settings, such as work, schools, sports, and home. Having a tool that has been validated empirically would give great credibility to suggesting it’s use in these settings.
In recent years, the need to enhance the logical and problem solving skills of students of all levels with structural interventions, including early ones, has increased, recognizing their transversal impact with repercussions on various school and academic areas. This review presents and discusses the results of a series of experimental investigations on programs to enhance these skills conducted in Italy in various primary school classes between 2017 and 2024. The results highlight the effectiveness of interventions of this type in promoting students' logical reasoning and problem solving skills. Another element which deserves consideration is that these activities are enjoyed and appreciated by both students and teachers. It follows that these activities need to have a specific emphasis both in the National Guidelines for the curriculum and in teaching practices.
The goal of this study was to evaluate the relationship between a meditation app and anxiety. The effect of a free 13 minute guided meditation exercise (Take a Break!) on State Trait Anxiety Inventory (STAI) scores was evaluated in a normative sample of 75 undergraduate students. The only significant group difference was for state anxiety after intervention, such that the meditation group had lower state anxiety after meditation than the control group after waiting. This is an important finding because everyday life presents many challenges that increase anxiety, and having a tool that simply takes a 13 minute break is very valuable. Most people ofall ages always have a cell phone with them which would make the this app very available in times of stress. This very brief intervention could be used in many settings, such as work, schools, sports, and home. Having a tool that has been validated empirically would give great credibility to suggesting its' use in these settings.
The article explores the challenges that operators of reception centers face when working with young migrants. The research analyzes the perspectives of professionals who participated in an experiential training project based on case discussions. Six main themes emerge from the observational reports: learning the Italian language, meeting deadlines, sending money home, the temptation of << easy money >>, bureaucratic complexities, and difficulties in mutual understanding. The narratives around these themes show the many << voices >> involved (regulatory framework, institutions, migrants, families) and the complexity of managing integration requests. Many of such requests are indeed full of paradoxes and difficulties. Operators seem to find themselves amid these tensions alongside their young clients, caught between standard regulatory demands and the reality of individual particular cases. In this complex scenario, the role of the operators is crucial. Not only do they offer services with practical utility, but they also act as a bridge between two worlds that meet and clash, requiring the deployment of intercultural sensitivity and the capacity for empathetic listening.
Abstract This article presents the development and psychometric analysis of a test designed to assess knowledge about flood risk among pre-service primary school teachers. The test was developed within the framework of the Return project and administered to 149 finalyear students enrolled in a Primary Education degree program. Following the initial construction of 14 items, item difficulty, discrimination, and reliability were evaluated using Classical Test Theory. After removing underperforming items, a final version of the test was obtained, consisting of 10 items with acceptable levels of difficulty, good discriminative power, and a satisfactory KR20 reliability index. The resulting test represents a valid tool for measuring knowledge levels about flood risk. Future directions include test standardization and the adaptation of the instrument for use with children and in different linguistic and cultural contexts.
Abstract This article presents a mixed-methods longitudinal study on the transition to work of graduates in Education (Bachelor’s degree) and Pedagogy (Master’s degree) at Sapienza University of Rome between 2008 and 2018. Integrating administrative records (UNI.CO dataset) with narrative reconstructions of 23 career trajectories, the study explores employment outcomes through two indicators: the Employment Index and the Coherence Index. The findings reveal persistent contractual precariousness, high fragmentation in early career paths, and a gradual decline in job-coherence over the observed period. While formal alignment between degrees and job functions remains high, actual employment conditions raise critical concerns. The capability approach and narrative analysis help uncover the subjective and structural factors that shape the work transitions of graduates. Gender, academic performance and study regularity emerge as relevant but not decisive factors. The article concludes by stressing the need for educational policy to recognize the specific challenges faced by graduates in education-related fields and to enhance the quality and stability of their professional opportunities.
Abstract Bullying is a persistent form of violence that disrupts the educational environment and harms students’ emotional and academic development. Addressing bullying requires more than just punishment; it involves promoting civic virtues like responsibility, empathy, and respect that help students build inclusive communities. This qualitative case study examined how junior high schools in Surabaya use civic education, specifically the Pendidikan Pancasila (Pancasila Education) subject, to foster civic dispositions and prevent bullying. Data were collected from January to April 2024 through semi-structured interviews, classroom observations, and document analysis across four state junior high schools. Participants included students, teachers, and principals. Interview transcripts and field notes were thematically coded and analyzed using NVivo 15. The findings show that schools have implemented procedures to prevent and address bullying, and that Pancasila Education classes effectively promote civic dispositions and reduce bullying incidents. By incorporating value-based activities such as case discussions, role plays, and anti-bullying declarations, schools encourage students to internalize democratic values and act as defenders rather than perpetrators or bystanders. The study emphasizes the importance of aligning civic education with broader anti-bullying strategies and offers recommendations for improving curriculum and policy.
Abstract STEM education requires a solid foundation in mathematics, which is often lacking in incoming students. To address these gaps, Politecnico di Torino developed CIAO!/OAIC! (Corso Interattivo di Accompagnamento Online / Online Accompanying Interactive Course), an online preparatory course featuring a virtual escape room as its final self-assessment activity. This escape room, set in the digitalized spaces of the actual university, tests mathematical prerequisites through problem-solving challenges while providing immediate feedback. The study analyzes two implementations: a pilot with time constraints and prize incentives and an updated version with extended access and no external rewards. Results show that removing competitive elements and extending gameplay duration led to increased student engagement and higher success rates. The findings demonstrate that reduced time pressure facilitated deeper learning and knowledge consolidation. Additionally, the study reveals that external incentives did not significantly impact participation rates, suggesting that students’ intrinsic motivation to assess their mathematical readiness was sufficient to drive engagement with the platform.
Abstract This article analyses the consequences of the development of the Early Childhood Education for 0 to 3 years old model implemented in Andalusia (Spain), whose enrolment achievements have been based on extensive reliance on private providers. The analysis is based on in-depth interviews and statistical data from official sources. The findings show how reliance on a privatized model generates economic and territorial barriers to access, as well as affecting the quality of services and schooling conditions. These are negatively affected by the economic constraints of private schools, worse working conditions and difficulties in training and coordination. As a result, schools prioritize basic welfare aspects over educational projects and pedagogical innovation.
Abstract This study investigates EFL teachers’ conceptions of Intercultural Language Learning (IcLL) in Indonesian Madrasah Aliyah and examines how they link intercultural learning with the promotion of religious moderation. Using a qualitative narrative inquiry design, data were generated through a preparatory questionnaire and semi-structured interviews with five English teachers. Thematic analysis, informed by Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), was used to interpret teachers’ intercultural orientations and classroom practices. The findings show that teachers view IcLL as fundamental to language learning and as a strategic medium for cultivating open, tolerant, respectful learners while reinforcing religious moderation. Most teachers are positioned between minimisation and acceptance, with some evidence of emerging adaptation. However, the enactment of IcLL remains uneven and dependent on school context, teacher training, and the availability of culturally rich materials.
Abstract Social anxiety affects adolescents’ ability to navigate social interactions, influencing their academic performance and mental well-being. However, research on its prevalence among Nigerian secondary school students remains limited. This study explores the incidence of social anxiety among students in Ilorin, Nigeria, with a focus on gender and age differences. Using a descriptive survey design, 400 students were selected through stratified and simple random sampling. Data were collected via the Incidence of Social Anxiety Questionnaire (ISAQ) and analyzed using descriptive statistics and t-tests at a 0.05 significance level. Findings indicate that students commonly experience anxiety in social situations such as eating in public (83.5%), interacting with authority figures (61.8%), and public speaking (61.5%). While age had no significant effect, female students reported higher social anxiety levels than males. The study underscores the need for increased awareness among educators and parents, along with targeted interventions to support adolescents, particularly females, in managing social anxiety. Creating a more inclusive and understanding school environment can help mitigate its effects and enhance students’ overall well-being.
The paper presents a survey conducted by the TLC of the University of Trento aimed at identifying the teaching methodologies adopted by professors, detected through a questionnaire designed starting from Bonaiutis' teaching architecture framework (2021). Respondents were asked to reply specifying teaching methodologies applied in bachelor, master and single-cycle courses and declaring their interest in exploring different teaching strategies. The analyses highlight a not yet widespread use of active teaching strategies and formative evaluation methods, underlining some differentiations and guiding the design of educational development of the TLC.
This work aims to critically examine the contributions of evidence-based education (EBE), a topic that has garnered increasing attention in Italy over recent years. The potential ofthe EBE perspective in Italy is analyzed according to two key criteria: (i) the practical application of the most reliable existing knowledge, guiding training through established models of effective education; (ii) a paradigm shift from predominantly descriptive approaches or those based on action research toward experimental studies. Several quasi-experimental programs that are both sustainable and effective are presented and discussed within a framework focused on continuous improvement.
Abstract The present study examined the role of positive classroom relationships with teachers and peers in students’ adaptation. Fifty-five students in the final year of an Italian primary school (5th grade) participated in the study. The findings indicated that the quality of the teacher-student relationship was significantly associated with students’ well-being, as reflected by the frequency of positive emotions in the classroom and students’ self-efficacy beliefs regarding their ability to successfully transition to lower secondary school. In contrast, after accounting for the quality of the teacher-student relationship, classroom cohesion was not associated with the outcomes considered. These results highlight the crucial role of teachers in shaping students’ school experiences. They also underscore the multidimensional nature of the teaching-learning process, which is essential not only for promoting knowledge acquisition and ensuring academic learning but also for providing students with the emotional support necessary for their overall development.
