Italian Journal of Health Education, Sports and Inclusive Didactics
TEACHING BEYOND THE MACHINE: A THREE-YEAR MODEL OF AFFECTIVE EDUCATION
Abstract
Generative AI is reshaping education and increasing the need to protect its affective and relational foundations. This study examines a three-year lower-secondary programme integrating Embodied Cognition, Social and Emotional Learning and the ICF model. Findings show more relational, reflective and value-oriented student discourse, alongside greater teacher autonomy.
References
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. https://doi.org/10.1146/annurev.psych.59.103006.093639
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 75–87. https://doi.org/10.1111/ejed.12109
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
CASEL. (2020). CASEL framework for systemic social and emotional learning. Collaborative for Academic, Social, and Emotional Learning.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
Denham, S. A. (1998). Emotional development in young children. Guilford Press.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. https://doi.org/10.1111/cdev.12739
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. Springer.
Fenstermacher, G. D., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186–213.
Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255–274. https://doi.org/10.3102/01623737011003255
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge University Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Mortari, L. (2009). Ricercare e riflettere: La formazione del docente professionista. Carocci.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Stake, R. E. (1995). The art of case study research. Sage.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press.
World Health Organization. (2001). International classification of functioning, disability and health (ICF). World Health Organization.
DOI: https://doi.org/10.32043/gsd.v10i3.1762
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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