Italian Journal of Health Education, Sports and Inclusive Didactics
ETutoring and Flipped Inclusion: An Intervention Protocol for Promoting Soft Skills and Socio-Emotional Inclusion in University Virtual Learning Environments
Abstract
This study investigates the relationship between e-tutoring strategies, soft skills promotion, and the Flipped Inclusion model (Corona & De Giuseppe, 2020) in university Virtual Learning Environments. A pre-test administered to 90 students revealed that 47.8% perceived a critical lack of personal interaction. An Intervention Protocol for the university e-tutor was designed across four phases (Explore–Ideate–Design–Experiment), integrating AI as a supportive co-agent — not a substitute — for personalized, inclusive learning. Preliminary findings suggest the protocol effectively reduces perceived distance in online contexts, fostering socio-emotional skills, prosociality, and learner autonomy in students, including those with Special Educational Needs.
Keywords
References
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DOI: https://doi.org/10.32043/gsd.v10i4.1887
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