Italian Journal of Health Education, Sports and Inclusive Didactics
Open Digital Spaces as Emotionally Aware Learning Environments: A Collaborative Experience in TFA Programs
Abstract
This paper explores the role of open digital spaces in the development of emotionally aware learning environments within initial teacher education programs. The study was conducted within Inclusive Learning Technologies workshops delivered in Italian special education teacher training programs (TFA) and involved 1,500 teacher candidates from different regions of Italy.
The research adopted a qualitative action-research approach supported by descriptive quantitative data. Evidence was collected through participant observation, educational digital ethnography, analysis of more than 4,000 digital artifacts, and a final questionnaire consisting of 19 items.
The findings highlight a progressive reduction in participants' initial resistance to public sharing, increased active engagement, and the emergence of spontaneous forms of professional collaboration. Psychological safety emerged as a key condition for fostering trust, participation, and collaborative learning.
The evidence suggests that digital environments can evolve from simple technological spaces into professional communities of practice when they are intentionally designed as relational contexts grounded in pedagogical care, digital affectivity, and mutual recognition.
Keywords
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DOI: https://doi.org/10.32043/gsd.v10i3.1741
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Italian Journal of Health Education, Sports and Inclusive Didactics
Publisher: Cares srl – REN Press (since 2026). Previously published by Gaia srl – Edizioni Universitarie Romane (2017–2025).
ISSN: 2532-3296 E-ISSN: 3103-5744