The research explores the integration of theatrical practices and digital technologies in the training of future teachers, examining how bodily and emotional awareness can be enhanced through digital tools. Drawing on an approach based on Embodied Cognition theory and Art-Based Research, approximately 400 students from the University of Suor Orsola Benincasa in Naples participated in a hybrid workshop program alternating between in-person and online activities. The results show that technology can amplify bodily awareness, emotional connection, and listening skills, making the educational experience more meaningful. Theater, as a space for relational and embodied reflection, thus emerges as a powerful pedagogical mediator even in digital contexts.
This article presents the findings of a survey investigating assessment and self- assessment practices among trainee teachers in Italy, with a focus on the development of metacognitive skills, professional self-efficacy, and the facilitation of cognitive, emotional, and relational learning outcomes. The study draws on quantitative and qualitative data from 1,100 participants enrolled in qualifying (“Percorsi Abilitanti”) and specialized support (“Tfa Sostegno”) teacher training pathways at two Italian universities during the 2024–2025 academic year. The research employs the Questionnaire for Self-Analysis of Teaching Practices (QAPD), assessing frequency of instructional and evaluative practices, self-efficacy beliefs, and perceived challenges. The theoretical framework integrates perspectives from self-efficacy theory, Feuerstein’s structural cognitive modifiability, and assessment for learning, emphasizing the multifaceted and dynamic nature of contemporary teaching, which is understood as an interaction of cognitive, socio-emotional, relational, and identity-building functions. The results advocate for robust initial and ongoing professional development that systematically enhances trainee teachers’ assessment skills, self-efficacy, and adaptive expertise, supporting effective and inclusive educational practices responsive to both cognitive and emotional learner needs.
This study presents a review of the literature using the PRISMA Statement 2020 method. It aims to summarise the results of studies on the topic of gaming with digital devices and technologies in order to investigate the possible effects of multimedia gaming on the learning processes of preschool children aged 3 to 6 years. For these reasons, it is considered important to explore ways of using digital devices, considering that these tools are now an integral part of children’s world and experiences [1]. To contextualise the line of research, it should be emphasised that the study is based on three key interrelated dimensions. Firstly, play always activates a range of languages, such as cognitive, relational, social, creative and recreational [2]. Secondly, nowadays every child encounters and is confronted with the media, both as a spectator and as an actor. Thirdly, preschools have the task of helping children become familiar with digital media, resisting two temptations: idealising these technologies or demonising them [3]. In light of this scenario, the research objectives can be formulated as follows: - identifying types of play involving the use of digital technologies; − recognising teaching and learning practices based on digital technologies; − identifying the potential of digital technologies according to the “play to learn” approach. The studies considered highlight how children, through playful experiences using various digital devices, are able to achieve specific educational and teaching objectives, as they require each child to engage cognitively, emotionally and socially, mobilising their mind, body and brain together.
This study presents the objectives, methodology, and preliminary outcomes of Hatedemics (2024–2026), a CERV project aimed at countering online hate speech and disinformation through the Hatedemics AI-powered digital platform and a participatory educational approach [1]. With 13 partners across five EU countries (Italy, Malta, Poland, and Spain, as well as Estonia and France), Hatedemics unites techno-logical innovation with human-rights and fact-checking based educational approach to foster digital literacy and civic engagement, particularly among young people and educators. This contribution focuses on the project’s implications for Higher Education and how its methodologies and tools (such as AI-driven Hatedemics platform and the participatory toolkit) can enhance teaching, training, and counter-narrative strategies across the EU. Through stakeholder focus groups, co-creation workshops, and expert interviews in the four pilot countries (Italy, Spain, Poland and Malta), the project has identified key pedagogical challenges that the platform and an educational toolkit can address. The project embeds legal, ethical, and gender-sensitive assessments, complying with the EU AI Act [2], and is focused on cross-sector cooperation between NGOs/CSOs, universities, media, and public institutions, as recommended by the Council of Europe’s Recommendation CM/Rec (2022)16 [3]. Subsequent paragraphs, however, are indented. In summary, Hatedemics demonstrates how ethically designed AI technologies can be integrated into pedagogical process in order to empower educators and students to critically address online hate and disinformation, and into research process by mapping out the connections and main narratives of the channels on fringe social media platforms such as Telegram.
This study investigates the design, implementation, and evaluation of an unplugged educational pathway grounded in Universal Design for Learning principles, aimed at fostering computational thinking and introductory artificial intelligence literacy among primary school children. Conducted in an informal, summer-camp setting, the pathway translated abstract concepts from computer science and artificial intelligence into playful and socially situated activities aimed at fostering engagement, representation, and action and expression. Using a multiple case study design, qualitative and quantitative data were collected. Results highlight progressive gains in computational thinking skills alongside high levels of engagement and reflective awareness. Beyond child-centered outcomes, this study provides design principles that are transferable to pre-service teacher education. The findings contribute to the ongoing discussion on integrating Universal Design for Learning and artificial intelligence in higher education contexts, highlighting pathways for innovation, equity, and diversity in teacher training and curriculum design.
