COGNITIVE AND NON-COGNITIVE SKILLS IN INCLUSIVE SCHOOLS: THE ROLE OF HYBRID LEARNING ENVIRONMENTS

Abstract

The growing complexity of contemporary educational contexts requires a rethinking of teaching practices from an inclusive perspective, integrating cognitive and non-cognitive dimensions to promote students’ overall well-being. In this framework, hybrid learning environments, combining physical and digital spaces, emerge as flexible ecosystems that support personalization, participation, and attention to diverse educational needs. This paper explores their role in fostering both cognitive and transversal skills, including emotional self-regulation, resilience, motivation, collaboration, and autonomy, which are essential for educational success and inclusion. Particular attention is devoted to the contribution of digital and multisensory technologies in enhancing inclusive learning processes. The study includes an experimental phase involving pre-service special education teachers (TFA support courses, primary and secondary levels), using a structured questionnaire to investigate perceptions, attitudes, and preparedness regarding integrated teaching practices. Findings reveal increasing openness toward innovation and hybrid environments, alongside challenges related to teacher training, technology management, and their effective pedagogical integration.