This paper examines the role of Moodle in the development of assessment competences in student-teachers enrolled in the "Problems and Techniques of Assessment" course at the University of Bergamo. The course, designed for students in the Primary Education Sciences programme, integrates both theoretical and practical learning through the Moodle platform. The study investigates how the online environment supported by Moodle facilitated the creation and analysis of assessment tools by student-teachers, focusing on the development of their assessment skills. The course structure includes 11 lectures, 3 workshops, and several assignments, with a total of 43 student submissions analysed. Findings suggest that Moodle's structured, flexible environment significantly contributed to enhancing student-teachers' competence in designing assessment tools, especially through practical tasks and peer feedback. The results underline the importance of careful planning and the effective use of online resources in teacher training, demonstrating that Moodle can play a key role in fostering assessment skills in future educators.
In a context where the AI is changing the word of education, of work and of global and social powers, the Europe with the recent AI Act is trying to mark the boundaries of the use of a such disruptive and divisive technology. This quantitative and qualitative analysis from a specific pedagogical point of view tries to verify if and how the education issues have been considered. The first results show that educational issues are poor present in the text and that, despite an explicit appeal to the "anthropocentric perspective", real innovative AI educational paradigms are not yet implemented. The main focus remains the risk-benefit worry. But in the future the framework of the AI Act could lead to a real innovation in the methodology and in the practices of educational use of AI.
The integration of Artificial Intelligence (AI) in education is reshaping traditional learning environments by enabling personalized learning experiences, enhancing accessibility, and providing data-driven insights into student engagement and performance. However, the rise of AI technologies in educational settings brings complex ethical challenges, including concerns over data privacy, transparency, and equity. This paper explores the dual impact of AI on education, examining both its transformative potential and the ethical issues it presents. It discusses the role of AI models that analyse how students use the learning tools as an alternative to sensor-based approaches, which can address privacy concerns while still offering adaptive, personalized support. Furthermore, this study evaluates frameworks for ethical AI implementation, emphasizing transparency, inclusivity, and trustworthiness to support responsible AI deployment in education. By addressing key ethical considerations and regulatory standards, this paper proposes a path toward data-driven tools that enhance educational outcomes without compromising student autonomy or privacy. The findings underscore the importance of aligning AI innovations with educational values, suggesting that an ethically-centred approach to AI can promote trust and effectiveness in diverse learning contexts.
Public speaking is an essential skill for pre-service teachers as it plays a critical role in both professional success and the teaching-learning process. Despite its importance, many individuals, particularly students, experience public speaking anxiety, which can affect their performance. This paper explores the intersection of self-assessed public speaking anxiety levels and biometric data collected through stress tracker devices and AI-based emotion detection tools, aiming to investigate students' awareness of their anxiety during public speaking. Data were collected from 257 students enrolled in a first-year course at the University of Macerata (2023/24). Students were asked to complete a survey and give an oral presentation in groups. A subset of 25 student responses were compared with biometric data, including heart rate measurements and data obtained by an AI emotion recognition system. Cross-referencing self-reported anxiety levels with heart rate data showed varying degrees of convergence, suggesting that students often misperceived their emotional state. In some cases, their self-assessments did not align with the biometric indicators of stress, suggesting a lack of self-awareness regarding their anxiety levels. These findings highlight the potential for AI and IoT technologies to provide useful data that can help teachers identify and support students who are not aware of their emotional state and who also have anxiety management issues. By incorporating these tools, university teachers can develop optimized and tailored interventions aimed at improving students' public speaking skills and emotional regulation. Further research should explore the effectiveness of these tools across different courses and sample sizes.
The increasing integration of digital technologies in education has significantly impacted secondary school teachers, challenging traditional pedagogical practices. This study explores Italian teachers' perceptions of digital competencies and their experiences with professional development courses, starting from the perception of teachers enrolled in an online training course training course created by eCampus University to achieve the 30 University Training Credits (CFU or ECTS) necessary to take the exam required for qualification and become tenured teachers in secondary schools, pursuant to the Decree of the President of the Council of Ministers (DPCM) of 4 August 2023. Through a survey of 2400 teachers, the research investigates attitudes toward digital tools, the perceived usefulness of online learning, and the effectiveness of digital teaching methodologies. Findings indicate that teachers recognize digital education as a means to enhance engagement, creativity, and accessibility while also highlighting concerns about the digital divide and the need for continuous professional development. The study underscores the importance of collaborative learning communities, interdisciplinary approaches, and practical digital integration in teaching. Ultimately, the research contributes to the ongoing discourse on digital education, advocating for structured training programs that equip educators with the necessary skills to navigate an evolving technological landscape.
International policies highlight the integration of digital technologies in education to foster skills in digital literacy, collaboration, and internationalization, positioning teacher education at the core of innovation. This exploratory study builds on a 2024 research project at the University of Foggia (Italy) to rethink Initial Teacher Training (ITT) through digital innovation and internationalization, using eTwinning as a transformative platform. In Italy, universities have increasingly promoted eTwinning's integration into Initial Teacher Education (ITE) programs. The main objective was to assess eTwinning's effectiveness in enhancing pre-service teachers' competencies in managing innovative learning environments, focusing on digital and international collaboration. A mixed-methods approach was used, with 204 pre-service teachers completing a Computer Assisted Web Interviewing (CAWI) questionnaire, followed by the analysis of 39 technological artifacts created by participants. The results showed that eTwinning was valued for fostering collaboration, enhancing digital skills, and promoting international networking. Among the key challenges were technical difficulties, language barriers, and time management, while strengths included creativity, adaptability, and teacher support. The study emphasizes the importance of integrating eTwinning into ITT programs to enhance innovation and digital skills. It was noted that eTwinning not only promotes international collaboration but also encourages universities to rethink their training pathways by integrating AI, technological devices, and networking tools. It highlights the value of informal learning and a multi-level educational approach, urging universities to innovate and adapt their curricula and foster digital and cross-cultural competencies. The study's findings highlight the potential of eTwinning to redefine ITT, offering a model that aligns with international trends in digital transformation and educational innovation. These findings contribute to international debates on teacher training, highlighting the need for strategically integrating digital technologies in education.
Business and management education must account for an ever changing, dynamic and unpredictable global economy. To prepare work ready graduates, Business Schools (BSs) should adopt innovative approaches, promote Faculty Development and employ educational technologies. The study intends to identify the Teaching and learning approaches, Educational technologies and Faculty Development (FD) initiatives carried out by the top 100 BSs in the world by conducting a conceptual content analysis on their websites. Experiential learning is undoubtedly the most used approach by all the BSs analysed; Educational technologies codes present less mentions; FD initiatives codes are quite present but not ubiquitous. The preliminary results obtained from the content analysis will be further investigated by the administration of an online survey addressed to instructors and deans/directors of the top 100 BSs to gather their opinions and insights about the above analysed themes and their potential impact on MBA students' learning and employability.
Physical activity plays a vital role in maintaining both physical and mental health, yet many university students adopt sedentary lifestyles, which contribute to stress and anxiety that can impair academic performance. Exercise is known to reduce anxiety, depression, and stress, while also improving sleep quality and cognitive abilities. Despite these benefits, physical inactivity remains common during stressful times, such as exam periods. AI-driven tools, such as chatbots and wearable devices, offer personalized support to encourage regular exercise and enhance overall well-being. A review of the literature, focusing only on reviews published in recent years, highlights the positive impact of regular physical activity on students' mental and physical health. However, there is a need for more focus on the quality and consistency of exercise, particularly during high-stress periods. Accurate methods for measuring activity and stress, along with timely data collection, are essential for better understanding and addressing peak stress times. Physical activity interventions, supported by AI tools like chatbots and wearable devices, could significantly improve students' well-being and academic outcomes by offering tailored support and maintaining motivation. By considering individual factors such as gender, habits, and motivation, these interventions could provide effective strategies to combat sedentary behavior and promote exercise within this population, helping to build healthier, more resilient adults and reduce future pressures on healthcare systems.
This paper examines the integration of Eye-tracking technology with educational games in special education contexts, focusing on assessment and intervention applications. Through a literature review of recent research and implementations, the study analyzes how Eye-tracking technology enhances learning experiences and provides new forms of interaction for students with diverse needs. The research methodology involved analyzing papers from academic databases, categorizing them into five key themes: Eye-tracking as a tool to improve learning and training, Eye-tracking to improve diagnosis and medical training, Eye-tracking as a tool for diagnosing and studying clinical conditions, Eye-tracking in clinical and educational contexts related to autism spectrum disorders, Eye-tracking as a technology to develop or evaluate digital tools and interfaces. Results demonstrate that Eye-tracking technology has shown significant promise across multiple applications, from improving reading capabilities in dyslexia to enhancing emotional regulation in autism spectrum disorders. This technology enables precise measurement of visual attention and cognitive processing, while providing new interaction possibilities for students with physical limitations. Key findings highlight the importance of customization and adaptation to individual learner needs, the necessity of robust theoretical frameworks linking visual patterns to cognitive development, and critical ethical considerations in data collection and privacy protection. Future research directions include developing more affordable hardware solutions, integrating artificial intelligence for real-time adaptation, and creating sophisticated assessment tools. The paper concludes that successful implementation requires careful attention to both technical and pedagogical frameworks, while maintaining focus on ethical considerations. These developments contribute to creating more inclusive educational environments and making quality education accessible to all students regardless of their specific challenges or abilities.
In today's so-called information society, teacher education must adapt to changing social dynamics. This requires initial training for future teachers to develop key competencies for teaching practice, including digital literacy and metacognitive skills, to make the transition from being mere transmitters of knowledge to facilitators of learning. The challenges of the twenty-first century, dictate that teachers need to be familiar with educational technologies that enable them to design new learning experiences. Technologies are powerful tools that can also support teaching practices such as active breaks. Active breaks are short physical or mental activities that take place during lessons, and they are effective tools that should be part of teacher training. These breaks not only improve physical and mental well-being, but also increase attention, engagement, and learning outcomes. Active breaks can take place at different times during the school day. These variations offer flexibility and adaptability in the way active breaks are implemented, with benefits such as improved attention, motivation, and engagement. This study analyzes the impact of active breaks on teacher education by assessing the attitudes of 1005 prospective secondary school teachers and the role of technology in facilitating breaks. The findings aim to offer guidelines for incorporating active breaks into teaching practice, promoting a more dynamic and inclusive learning environment. The integration of active breaks has not been given much attention in the Italian educational context, thus making this study particularly relevant to teacher training programs in Italy. Incorporating active breaks enables the promotion of healthier routines that improve learning effectiveness, emphasizing the value of balanced, interactive and technological approaches in teacher education.
Neuromyths remain pervasive among educators, posing risks to evidence-based pedagogical practices. This study examines the persistence of these myths among Italian in-service teachers, a group critical to effective educational delivery. A structured, anonymous survey was administered to 6679 teachers participating in the 30 CFU qualification program at Pegaso Telematic University. The survey, modeled after Dekker and Jolles (2012), assessed agreement with seven prevalent neuromyths. Alarmingly, 89.7
This paper aims to evaluate the effectiveness of including a transversal skills course on Artificial Intelligence in an academic development programme for doctoral students at the University of Bari. The course, designed to develop advanced digital skills and ethical reflection, provided a basis for integrating technical knowledge with analytical skills for the responsible use of AI in both academic and professional settings. Its main objective was to enable graduate and postgraduate students to understand the tools needed to address the complex challenges posed by artificial intelligence and to reflect on the responsible, conscious and ethical use of such technologies in their own fields and research paths from a human-centered perspective. Data collected from surveys and feedback from participants indicate a good level of satisfaction and a significant impact on students' research projects. The analysis shows the importance of interdisciplinary courses that promote critical thinking, collaboration and ethical awareness. Findings and recommendations for future course design are presented, highlighting the need to integrate such pedagogies into higher education curricula. The article uses a detailed analysis of the teaching methods used and the feedback collected from participants to assess the impact of the course on the research skills of doctoral students. It discusses the teaching methods, the results achieved and the challenges faced in integrating this course into the university curriculum. It also reflects on the role of AI in the future of scientific research, highlighting how AI can be an effective tool for innovation and progress in the contemporary research landscape.
The development of effective measures to understand anxiety in future teachers is essential. Research shows that the initial, training stages of a teacher’s career are often accompanied by heightened anxiety, driven by the challenges of managing academic assessment demands, gaining confidence in classroom management skills, and facing new teaching environments. This study employed a two-phase, mixed-methods approach to develop and pilot a new questionnaire to measure stress and anxiety in future teachers. Phase 1 involved informal observations and interviews to identify markers of anxiety and inform questionnaire design. Phase 2 piloted the questionnaire with participants enrolled in a teacher training course at the University of Palermo, assessing the internal consistency and exploratory factor analysis to guide future item refinement and domain structure. Preliminary results demonstrated high reliability for the total scale (Cronbach’s α = 0.966) and individual subscales addressing Classroom Management and Student Engagement (α = 0.900), Workload and Teaching Stress (α = 0.903), Performance and Evaluation Anxiety (α = 0.895), and Emotional and Physical Manifestations (α = 0.896). Exploratory factor analysis then revealed three distinct factors, suggesting a need for revisions to improve alignment with theoretical constructs. Qualitative participant feedback highlighted opportunities to enhance the questionnaire by addressing areas not yet covered, such as systemic issues like precarious teaching conditions and bureaucratic stress, along with suggestions regarding scale length and item clarity. This initial analysis establishes the questionnaire as a foundation for future refinement and validation, essential for triangulating data with emerging technologies in subsequent research.
In relation to the continuous social challenges that characterise contemporary society, safeguarding mental health is an emergency to which we are all called to respond. The role of political institutions in the promotion of mental health must not be limited to the provision of services, but must extend towards the creation of an environment conducive to the psychological well-being of the population, promoting a culture of well-being that starts as early as the educational cycle. In several foreign countries, many educational institutions have introduced meditation practices, such as Mindfulness, within the higher education cycle to promote well-being in the lives of their students. The proposed exploratory-comparative research aims to assess whether integrating Mindfulness into educational contexts with the support of AI-based applications can reduce e feelings of stress, anxiety, boredom and inattention that increasingly characterise the everyday life of Italian students. This approach, by combining meditation practices with digital technology, aims to create learning experiences that promote the subject's physical and emotional well-being by providing generative settings for wellbeing and supporting mindful, embodied learning in the 'here and now'.
Artificial intelligence (AI) has demonstrated significant utility in education, particularly in providing feedback, personalised learning paths, and reducing costs [1]. Despite its potential [2, 3], there is a notable gap in the literature on AI’s role in inclusive educational planning and IEP (Individualised Education Plan) compilation [4]. This study presents the results of interventions aimed at assessing the perceived usefulness of AI and the CONALI Ontology by trainee special education teachers during IEP compilation. Conducted with teachers across all educational levels, the study investigates whether AI and CONALI are beneficial for IEPs for students of all ages. The research verifies the effectiveness of AI combined with the CONALI Ontological framework by Maffei [5–7], guiding teachers to identify Specific, Measurable, Achievable, Realistic, and Time-bound (SMART) educational goals. Exercises and validated questionnaires were administered to 391 teachers from early childhood, primary, lower secondary, and upper secondary education. Initially, teachers were introduced to the IEP’s Section 5, emphasising SMART objectives. They then completed this section for a hypothetical student with disabilities. Next, the CONALI Ontology was introduced, showing its utility in aligning educational objectives with teaching activities and assessment methods. Teachers then completed a second IEP with CONALI support and evaluated their design experience via a questionnaire. Finally, they used the AI tool ChatGPT, in conjunction with CONALI, to compile a final IEP. Results showed that teachers perceived ChatGPT and CONALI as useful and effective. The Ontology was confirmed as a valuable tool for identifying SMART objectives aligned with intervention strategies and assessment methods. AI, supported by CONALI, effectively accelerated the IEP compilation process, enhancing engagement, motivation, and learning quality.
This article examines the integration of a critical and comprehensive approach to artificial intelligence (AI) in higher education, through the lenses of faculty development spaces and experiences to deal with digital transformation. The study is based on a case, the "LookAIHed" program implemented at the University of Padua, which aimed to enhance faculty understanding of AI as a socio-technical phenomenon. The intervention emphasized critical literacy, ethical awareness, and pedagogical innovation, guiding educators beyond basic tool usage towards reflective and context-sensitive applications of AI. The study employed a mixed-methods approach, involving workshops, collaborative learning design, and scenario analysis. While initial results showed faculty focusing on content creation and assessment with AI, the program gradually fostered deeper critical engagement. Participants began addressing higher-order thinking skills and ethical considerations, aligning AI use with institutional values such as academic freedom and experimental inquiry. Findings underscore the importance of supporting critical dialogue on AI integrations, through tactical spaces of faculty development. By prioritizing pedagogical intentions and ethical considerations, the professoriate can avoid AI instrumental usage and engage with technology through situated, strategical and political agency.
This study examines the role of emotions in educational relationships and the impact of artistic texts in fostering student engagement. Using a socio-cognitive perspective, it explores how artistic practices create shared emotional worlds, enabling students to critically redefine their identities. A comparative analysis between the Politecnico di Torino and eCampus Telematic University, based on an online questionnaire, highlights the role of social presence - a participatory climate shaped by shared emotions. The findings emphasize the transformative potential of artistic texts in creating a shared emotional framework, stimulating deeper engagement, and fostering a sense of community in diverse educational settings.
The integration of students with motor and communication disabilities represents a significant challenge within the educational context. The International Classification of Functioning, Disability and Health (ICF) defines disability as the result of the interaction between an individual's health and contextual factors. This underscores the importance of appropriate technological tools to facilitate cognitive, emotional, and social-relational development of students with disabilities. In this context, assistive technologies emerge as pivotal instruments to facilitate school, social, and work inclusion, markedly enhancing students' quality of life. The advent of innovative technologies, including augmented reality (AR), virtual reality (VR), and generative artificial intelligence (AI), presents potential for enhancing the effectiveness of traditional assistive technologies, such as eye tracking. These technologies have the potential to eliminate temporal and spatial barriers to learning, thereby enhancing student autonomy and accessibility to educational resources. Through systematic review methodology, this study evaluates the impact of AI-supported AR/VR applications on educational methods for students with motor and communication disabilities, compared to traditional approaches. The findings suggest that emerging technologies have the potential to facilitate greater inclusion and academic achievement than established assistive technologies alone. This is of particular significance for higher education contexts, where complex academic demands require sophisticated technological support.
Students with special educational needs (SEN) encounter more substantial challenges in higher education compared to their peers, including physical, behavioral, technological, organizational, and financial barriers. Despite these difficulties, higher education can serve as a transformative experience, enhancing their quality of life, promoting well-being, supporting employability, fostering independence, and offering significant empowerment opportunities. To encourage academic success and social inclusion, it is essential to implement tailored support measures. E-learning represents a practical and effective educational strategy for students with SEN, serving as a platform for fostering self-determination and empowerment by enhancing access to and engagement in academic activities. After presenting the organizational model and services provided by the eCampus University Commission for students with SEN, the present contribution aims to explore student satisfaction through an online survey. Specifically, it investigates (1) students' levels of satisfaction with the available services, (2) their suggestions for service improvement, and (3) their evaluation of the suitability of an e-learning university for addressing their specific needs. The findings will provide insights into the experiences and perceptions of students regarding the support services offered to students with SEN.
Teacher training is a critical investment area in Italy, aimed at fostering equitable, high-quality education nationwide. Recent regulations have established Multidisciplinary Centers for Teacher Training to promote collaboration between schools and universities, enhancing both initial and in-service training as avenues for educational research and best practices. The 30 and 60 CFU Qualifying Pathways pose significant challenges for Italian universities, necessitating the careful design and management of training programs for a large number of secondary school teachers. This paper examines the training plan developed by eCampus Telematic University for the inaugural 30 CFU Qualifying Pathway, which engaged approximately 14,000 teachers across Italy. The primary objective was to establish a model for managing large-scale teacher training that would be effective in both in-person and online environments. The study was structured in three phases: analyzing the CEMFI training offer and the methodological choices assumed by trainers; detecting if and how Padlet boards can be effective partners for Course designing and lecture managing; and collecting trainee feedback. Key findings reveal that the flexible design of the training program successfully engaged participants, despite challenges inherent in a fully online format. The shared Padlet platform proved invaluable for organizing content and facilitating interaction. eCampus tested a sustainable and adaptable model suitable for other academic contexts. The results highlight the role of universities as strategic hubs in teacher training and underscore the need for enhanced collaboration among universities to strengthen national teacher training initiatives and to share training models.
