ITALIAN JOURNAL OF HEALTH EDUCATION, SPORT AND INCLUSIVE DIDACTICS
The Italian Journal of Health Education, Sports and Inclusive Didactics gives the opportunity to create a space for sharing by placing the topic of health education at the center of scientific research. Through the study of Educational Neuroscience and new technologies, it aims to deepen the centrality of movement and corporeity in education, with particular attention to special pedagogy. The European policy model developed by WHO urges all governments to take concrete actions, in all sectors, at all levels and in every country, involving stakeholders, so that all citizens can benefit from a better quality of life. Therefore, it is intended to promote a new lifestyle of regular movement and equal rights to sports practice in order to promote the extension of the average age of the individual. Scientific research on Educational Neuroscience applied to these areas, both nationally and internationally, is flourishing, cross-cutting and of a good level, and in this perspective it can contribute to the push that the WHO wants to give to the educational conception of movement. In this context, it becomes essential to take into account the influence and impact of new technologies and how they can be pervasive and fruitful in a multidisciplinary and interdisciplinary perspective that, taking into account their risks and potential, can generate a more complete and effective research work. AIMS AND SCOPES The journal is aimed at researchers, educators, trainers and teachers; it publishes original empirical research papers, case studies and experiences, critical and systematic studies, adapted translations and brief reports on recent developments in these sectors. The goal is to spread scientific and methodological culture, to encourage debate and stimulate new research. EDITOR IN CHIEF Francesco Peluso Cassese (Pegaso University - Italy) SCIENTIFIC EDITORIAL BOARD Beatrice Aurelia Abalasei (Alexandra Ioan Cuza University - Romania), Paola Aiello (University of Salerno – Italy), Maurizio Alì (University of Antilles – FR), Antonio Ascione (University of Bari “Aldo Moro” - Italy), Simon Buckingham Shum ( University of Tecnology Sydney - Australie) Antonio Borgogni (University of Bergamo – Italy), Mark Breslin (University of Glasgow- UK), Javier Brazo-Sayavera (University of the Republic of Uruguay), Patrizia Belfiore (University of Naples “Parthenope” - Italy), Nadia Carlomagno (University Suor Orsola Benincasa Naples Italy), Onofrio Antonio Catalano (University of Harvard-USA), Andrea Ceciliani (Alma Mater Studiorum University of Bologna - Italy), Dario Colella (University of Salento - Italy), Paola Damiani (University of Modena Reggio Emilia - Italy), Henriette Danes (University of Eotvos - Hungary), Delio De Martino (Foggia University - Italy) Davide Di Palma (Vanvitelli University - Italy), Alfredo Pio Di Tore (Cassino University - Italy), Stefano Di Tore (Salerno University), Monica Dragoicea (University Politehnica of Bucharest- Romania), Ario Federici (University of Urbino “Carlo Bo” - Italy), Francesco Fischetti (University of Bari “Aldo Moro” - Italy), Catia Giaconi (University of Macerata – Italy) Giancarlo Gola ( Supsi - Switzerland), Filippo Gomez Paloma (University of Macerata - Italy), Emilia Florina Grosu (Bolyai University - Romania), Luna Lembo (Niccolò Cusano University - Italy), Pierpaolo Limone (Pegaso University - Italy), Anna Maria Mariani (Pegaso University), Bela Molnar (University of Eotvos - Hungary), Stefania Morsanuto (Pegaso University - Italy), Antonella Nuzzaci ( University of Messina - Italy) Agnes Nemeth-Toth (University of Budapest - Hungary), Goran Oreb (University of Zagreb - Croatia), Elvira Padua (San Raffaele Rome University - Italy), Valentina Perciavalle (University of Catania - Italy), University - Italy), Eliisa Pitkasalo (University of Tampere - Finland), Alessandra Priore (University of Reggio Calabria - Italy), Gaetano Raiola (Pegaso University), Pier Cesare Rivoltella (Cattolica University – Milan – Italy), Gabriella Rodolico (University of Glasgow UK), Maurizio Sibilio (University of Salerno - Italy), Antonio Donato Sciacovelli (University of Turku - Finland), Domenico Tafuri (University of Naples “Parthenope” - Italy), Mirela Vasilescu (University of Craiova - Romania). MANAGING EDITOR Stefania Morsanuto (Pegaso University - Italy) EDITORIAL STAFF Luna Lembo , Niccolò Cusano University, Rome, Italy Anna Maria Mariani , Pegaso University – RENLab, Italy Stefania Morsanuto , Pegaso University– RENLab, Italy Elisabetta Tombolini , Niccolò Cusano University, Rome, Italy
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Il contesto educativo globale si trova oggi a fronteggiare sfide complesse e interconnesse, molte delle quali sono amplificate dalle crisi ambientali, sociali e politiche. Il cambiamento climatico, la crescente urbanizzazione, l'aumento delle disuguaglianze sociali e la trasformazione digitale della società sono fattori che influenzano profondamente la nostra realtà e la formazione delle nuove generazioni. In questo scenario, la rapidità con cui si susseguono i cambiamenti sta generando una crescente sensazione di accelerazione e alienazione, fenomeni che caratterizzano la nostra vita quotidiana. Come ha osservato H. Rosa, questa accelerazione è alimentata dalla competitività, facendoci sentire costantemente in ritardo, a causa della continua pressione di scadenze, lavori e impegni. Ciò porta a una crescente alienazione, che, diversamente dal passato, non è imposta dall'esterno, ma è una condizione autoinflitta: ci allontaniamo da noi stessi di nostra iniziativa (H. Rosa, 2015; P.C. Rivoltella, 2023).
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BODY, MOVEMENT, AND INCLUSION: NEW PERSPECTIVES IN PRIMARY EDUCATION
Physical Education is configured as a qualitative teaching approach that promotes individual growth and social inclusion, requiring a procedural habitus able to facilitate access to physical activity for all students. Based on these premises, this contribution highlights the need for a quantitative approach to address current psycho-physical deficiencies, proposing integrated strategies following the presentation of screening data from a total sample of 772 students.
ESPORTS IN UNIVERSITY EDUCATION: A NEW WAY TO LEARN?
This study examines university students’ perspectives on esports in higher education. Competitive gaming, framed through gamification, is analyzed in relation to academic performance and skills development. Esports facilities on campuses foster engagement and community building. The paper highlights the emergence of esports curricula and degree programs, underscoring their role in shaping new educational paradigms and supporting students’ holistic growth.
EDUCATING FOR WELL-BEING THROUGH OUTDOOR EDUCATION: THE ROLE OF NON-COGNITIVE SKILLS
The paper examines the role of Outdoor Education in fostering student well-being, understood as a core non-cognitive competence. After outlining the concept of well-being in relation to learning processes, theoretical and empirical studies are reviewed that highlight the positive impact of outdoor activities on resilience, self-esteem, and inclusion. Outdoor Education emerges as a structural practice for a more equitable, sustainable, and generative school, able to enhance the potential of every student.
THRESHOLD PEDAGOGY: SENSES AND LIMINAL SPACES FOR TRANSFORMATIVE LEARNING
The article outlines a pedagogy of thresholds that frames liminality as an embodied and spatial condition central to transformative learning. By engaging senses, spaces, and slowed temporalities, education fosters generative uncertainty, reflexivity, and care. Principles of design, implications for teacher education, assessment, and policy are discussed, with attention to justice and inclusion, to create environments where transition becomes livable and transformation sustainable.
OUTDOOR EDUCATION: BETWEEN ENVIRONMENTAL SUSTAINABILITY, INCLUSION, AND COHESION OF THE MIDDLE SCHOOL STUDENT GROUP
This study investigates the impact of an outdoor education programme on pollution among 100 lower secondary students in Naples. The experimental group joined interdisciplinary outdoor activities, while the control stayed in class. Using mixed methods, results showed higher cohesion, inclusion, and well-being in the experimental group, especially for ADHD students. Outdoor learning fostered participation, positive relationships, belonging, and responsibility, proving effective for inclusion.
SYNECOLOGICAL LEARNING IN AN URBAN CONTEXT: EFFECTS OF A STRUCTURED NATURE EDUCATION PROGRAMME ON THE SOCIO-EMOTIONAL WELL-BEING AND COGNITIVE SKILLS OF PRIMARY SCHOOL CHILDREN
In urban settings with limited green spaces, nature education can promote well-being and cognitive development in children. This study evaluated a structured programme on socio-emotional well-being, cognitive skills and ecological awareness in primary students (8–10). An experimental design with control group, pre/post-test and 3-month follow-up was applied to 204 students. Results show significant gains in self-efficacy, stress reduction, attention and pro-environmental behaviours.
LEARNING THROUGH ART AND SCIENCE: THE EFFECTIVENESS OF STEAM OUTDOOR TEACHING IN PRIMARY SCHOOLS
The study explores outdoor teaching with a STEAM approach in primary schools, focusing on science–art interaction. The intervention, using natural pigments for artistic activities, involved 150 students (including those with autism), split into experimental and control groups. A mixed-method design showed significant gains in well-being, relationships, self-efficacy, and motivation. Interviews confirmed a more inclusive climate, proving STEAM outdoor education fosters learning and inclusion.
OUTDOOR EDUCATION AND PHYSICAL ACTIVITY TO STIMULATE CREATIVE THINKING AND INCLUSION IN SCHOOL
A study of 130 middle school students showed that an outdoor physical education program significantly improves creativity, particularly in students with ADHD. The intervention also increased motivation and sense of belonging, confirming this approach's effectiveness in promoting creativity and well-being at school.
ARTIFICIAL INTELLIGENCE AND ECOLOGICAL PEDAGOGY: A THEORETICAL FRAME FOR DESIGNING INCLUSIVE AND SUSTAINABLE OUTDOOR LEARNING ENVIRONMENTS
This article explores how AI can support inclusive and sustainable outdoor education through an ecological pedagogy lens. Drawing on the Ecological Pedagogy Framework, it positions AI as a relational tool that complements embodied learning. Case studies on wearables, environmental monitoring and adaptive platforms illustrate opportunities and risks, stressing inclusivity, sustainability and teacher mediation.
OUTDOOR EDUCATION AND SOCIO-EMOTIONAL DEVELOPMENT: HOW THE SYNECOLOGICAL AND TECHNOLOGICAL APPROACH CAN BE INNOVATIVE IN NON-FORMAL EDUCATIONAL CONTEXTS
The research hypothesis analyzes the impact of outdoor education on children's socio-emotional development, adopting a synecological and technological approach. This perspective allows for the integration of outdoor education and digital innovation in non-formal educational contexts, such as catechism, promoting inclusion and fostering the development of children's social and relational skills.
OUTDOOR LEARNING AND AUTISM SPECTRUM DISORDER: COMPETENCES AND SUPPORTS FOR EFFECTIVE SKILL GENERALIZATION
L'integrazione dell'ambiente naturale nel curriculum scolastico rappresenta un'efficace strategia inclusiva per promuovere la curiosità, la creatività e l'apprendimento esperienziale negli studenti con Disturbo dello Spettro Autistico. L'apprendimento all'aperto offre contesti multisensoriali che supportano la regolazione emotiva, l'attenzione e la motivazione, riducendo al contemporaneo la sovrastimolazione tipica degli ambienti indoor. Secondo Cottini (2022), l'inclusione si ottiene adattando il contesto di apprendimento alle esigenze degli studenti e gli studi recenti mostrano come la modellazione video e la realtà aumentata possono migliorare le esperienze naturali e renderle più accessibili (Cottini et al., 2023). Le attività basate sulla natura promuovono anche le competenze sociali e comunicative, come documentato da Tombolini e Langher (2024), che riportano i benefici clinici dei percorsi educativi all'aperto. Inoltre, Zappalà (2022) sottolinea la necessità di progetti ecologici e ibridi, in cui l'ambiente naturale diventi parte integrante del curriculum. Se supportati dalla formazione degli insegnanti e da una valutazione autentica, queste esperienze sono trasformative, collegando apprendimento, benessere e inclusione.
ENVIRONMENTAL RESPONSIBILITY AND EDUCATIONAL PRACTICES: PATHWAYS OF AWARENESS THROUGH ECOLOGICAL EDUCATION IN NATURE
This paper investigates the pedagogical value of nature-based education as a formative tool capable of promoting ecological awareness, environmental responsibility, and active citizenship. Through an in-depth analysis of outdoor educational contexts and their methodological applications (experiential workshops, school gardens, immersive activities), the study highlights how such practices represent not mere alternatives to traditional teaching, but authentic educational paradigms founded on meaningful relationships between the individual, the environment, and the community. Furthermore, the urgency of integrating environmental education transversally into school curricula is emphasized, through interdisciplinary, participatory approaches rooted in everyday life
NATURE AS A COGNITIVE EXTENSION: EMBODIED PERSPECTIVES FOR EDUCATION
The paper examines embodied cognition as an educational paradigm integrating body, mind, and environment. Nature is interpreted as a cognitive device that provides affordances, regulates attention and emotions, and generates situated learning. Pedagogical, methodological, and inclusive implications are discussed, focusing on the teacher’s role and on transforming nature into a neuro-didactic laboratory.
TOWARDS SUSTAINABLE CITIZENSHIP: THE EDUCATIONAL ROLE OF OUTDOOR LEARNING
The history of educational pathways reveals, over time, a close connection with cultural, social, and economic changes. Pedagogy must recognize the interrelation between education, the environment, and society. In this direction, the present contribution aims to highlight the educational value of Outdoor Education, with the goal of fostering the development of transversal competencies, particularly those that are equitable and sustainable.
Educational Technologies and inclusion in Non-Formal Learning Environments
The study explores the integration of educational technologies in non-formal learning environments. Although ETs are used in school settings, their application in natural environments presents unique challenges and opportunities, offering a bridge between theoretical knowledge and direct experience. We examined several case studies in Italy, including nature trails guided by apps, the use of augmented reality, and gamification applications for discovering the local area. Lo studio esplora l'integrazione delle tecnologie educative in ambienti di apprendimento non formali. Sebbene le TE siano utilizzate in contesti scolastici, la loro applicazione in ambienti naturali presenta sfide e opportunità uniche, offrendo un ponte tra la conoscenza teorica e l'esperienza diretta. Abbiamo esaminato diversi casi studio in Italia, tra cui percorsi naturalistici guidati da app, l'uso di realtà aumentata e applicazioni di gamification per la scoperta del territorio.
THE “BELLA SCOLA” IN “LOCO APERTO”. THE DIVINE COMEDY AS ARCHETYPE OF OUTDOOR EDUCATION
Dante Alighieri's Divine Comedy can be interpreted as an archetype of outdoor education. The divine poet's journey through the three realms of the afterlife is a sort of school, "in loco aperto”. From a pedagogical-methodological perspective, the poem also offers suggestive insights into the benefits of an educational journey that takes place in an open environment through an experiential and emotional approach capable of bringing the poet and all humanity back on the "right path."
OUTDOOR LEARNING AND DIGITAL GAMIFICATION: EDUCATIONAL TECHNOLOGIES FOR SUSTAINABLE AND AWARE LEARNING
The integration of outdoor learning and digital gamification opens new perspectives for addressing contemporary educational challenges, shaped by social acceleration, digital transformation, and ecological urgency. Through praxeological approaches and media literacy practices, it highlights how nature, technology, and ludic dynamics can foster inclusive and sustainable learning environments, promoting critical and ecological citizenship.
The educational role of space in the learning and development process: a scoping review
This scoping review explores the role of educational space not only as a physical context but as an active factor shaping learning and development from early childhood. A search across three databases identified 31 studies. Thematic analysis revealed four interconnected areas that foster optimal conditions for learning and development: the learning environment (indoor and outdoor), play, relationship, and the use of technologies.
FROM EMBODIED EXPERIENCE TO SHARED COMPETENCE: NATURE BASED EDUCATION FOR INCLUSIVE SYNECOLOGICAL LEARNING
L'articolo riconsidera l'educazione basata sulla natura da una prospettiva sinecologica, partendo dal presupposto che le esperienze corporee e multisensoriali rendano la competenza una proprietà condivisa dell'ecosistema di apprendimento. I fondamenti teorici (cognizione incarnata, azione, ecologia dell'apprendimento) sono operativizzati in un quadro di continuità tra interno ed esterno, compiti autentici progettati attraverso UbD/GRASPS e misure UDL. Vengono forniti indicatori e linee guida per la documentazione in linea con l'Agenda 2030.
BODILY AND ECOLOGICAL APPROACHES TO INCLUSIVE AND SUSTAINABLE OUTDOOR EDUCATION
Outdoor education, viewed through an inclusive lens, highlights the body as a key lever to ensure accessibility and participation. The body acts as an epistemic and relational mediator, facilitating learning for all students, including those with disabilities. The article proposes pedagogical models based on UDL and ecological design, integrating nature and body to foster a transformative and sustainable pedagogy.
NATURE-BASED RESEARCH-INTERVENTIONS FOR INCLUSIVE LEARNING AND WELL-BEING: A SYNECOLOGICAL APPROACH TO MARGINALIZED YOUTH IN SOUTHERN SALENTO
Global educational landscape faces profound challenges, exacerbated by environmental and social crises, leading to phenomena like acceleration and alienation. Nature-based education emerges as a powerful response, fostering holistic development and addressing inequalities. This proposal outlines a research-training intervention targeting minors with disabilities and disadvantaged backgrounds, particularly those experiencing educational poverty in the inner marginal areas of southern Salento, Italy.
THIS IS NATURE, NOT AN AMUSEMENT PARK: ATTRITION OF NATURE KNOWLEDGE AND NATURE VOCABULARY AMONG CHILDREN DUE TO URBANIZATION AND DECLINE OF BIODIVERSITY. PEDAGOGICAL PERSPECTIVES
Recent studies indicate a connection between species disappearance, urbanization, and a reduction in nature knowledge and vocabulary. While this area of research is still developing, evidence suggests a decline in the transmission of nature-related knowledge across generations, which may also lead to a decrease in relevant nature vocabulary among younger people. In response to these challenges, educational approaches may increasingly focus on investigating nature’s intangible heritage and language.
NATURE-BASED EDUCATION AS A PATHWAY TO SUSTAINABLE AND TRANSFORMATIVE LEARNING: A THEORETICAL PERSPECTIVE
This theoretical paper explores nature-based education as a catalyst for sustainable and transformative learning. By critically reviewing seminal and recent contributions in the fields of environmental education, sustainability, and transformative pedagogy, the paper proposes an integrated conceptual framework for embedding outdoor and environmental learning into both formal and informal contexts.
TRAINING TEACHERS FOR OUTDOOR EDUCATION: AN ONLINE COURSE ON NEEDS ANALYSIS AND CO-DESIGN OF INCLUSIVE PROTOCOLS
ABSTRACT The study describes a 20-hour online training program, funded by the National Plan for the Prevention and Rehabilitation of Urban Development (PNRR), aimed at teachers on Outdoor Education (OE). Through a needs analysis, the adoption of pre- and post-tests, and the co-design of inclusive protocols, significant increases in self-efficacy in outdoor design and sustainable integration were observed. The developed protocols propose accessible solutions, inclusive adaptations, and connections to the Sustainable Development Goals (SDGs), constituting a model that can be replicated in urban contexts.
OUTDOOR EDUCATION AND UNIVERSAL DESIGN FOR LEARNING: RESEARCH PERSPECTIVES AND GUIDELINES FOR INCLUSIVE TEACHING PRACTICES
Outdoor Education is a teaching strategy that plays a key role in promoting inclusive learning, particularly when combined with the principles of Universal Design for Learning (Moscato & Pedone, 2024). This paper explores how the UDL framework can be integrated into Outdoor Education practices, demonstrating how its three fundamental principles - engagement, representation, and action/expression - can be used to create flexible, accessible, and motivating learning environments. Starting with a review of the scientific literature, the paper demonstrates how Outdoor Education, supported by the Universal Design for Learning model, can promote students' overall cognitive, motor, emotional and social development, while also stimulating curiosity, resilience and empowerment (Kelly et al., 2022). The paper provides operational Guidelines for designing inclusive outdoor experiences that consider individual differences and systemic barriers, contributing to the development of an equitable education system structured for the success of all.
Continued attention to environmentally responsible behavior requires educational approaches that integrate sustainability into everyday practices. Outdoor physical education in schools, as well as sports activities in contact with nature, can promote ecological awareness and sustainability in those who participate. This not only improves individuals' physical and mental well-being but also develops a sense of responsibility towards the environment. This paper aims to examine the current state of the art on the benefits of outdoor physical education, highlighting its role in encouraging eco-responsible behavior and supporting sustainability. It also observes how outdoor learning environments can create moments of reflection that are useful for developing educational practices aimed at sustainability.
Mentoring from a synecological perspective: a research path for sustainable education
How can the educational relationship integrate the “place” as a central actor in situated learning and, furthermore, how can a synecological approach to education in nature facilitate the integrated development of emotional, social and cognitive skills? The reflection proposed in this contribution identifies eco-mentoring as a promising avenue of research capable of enhancing a triadic configuration between mentor, mentee and place, aimed at bringing together situated knowledge, skills and responsibilities. By reworking educational mentoring and place-based education, we translate these principles into operational postures and gestures within a synecological framework; eco-mentoring guides experiments consistent with Agenda 2030, strengthening links between people, places and knowledge (Crisp & Cruz, 2009; Sobel, 2004; Paparella, 2023; United Nations, 2015).
INCLUSION AND TECHNOLOGICAL INNOVATION IN OUTDOOR LEARNING: SPECIAL PEDAGOGY PATHWAYS TO CO-DESIGN AUGMENTED REALITY EXPERIENCES
The transformative potential of new technologies has unveiled unprecedented horizons for the creation of inclusive life environments, allowing the design of authentic, significant and personalised outdoor learning experiences. This study proposes a co-design protocol to develop inclusive solutions for outdoor learning in leisure contexts based on the use of Augmented Reality and 3D print to enhance equal opportunities for participation in cultural, social, and educational processes.
THE PARADOX OF SUSTAINABILITY: COMPENSATORY STRATEGIES VS. TRANSFORMATIVE EDUCATION. SINCRONY IN A CRITICAL ANALYSIS
Sustainability education often relies on compensatory strategies without rethinking learning models. This study explores the paradox of sustainability in education, arguing that integrating environmental competencies into curricula is ineffective unless supported by an epistemological and methodological transformation. A three-round Delphi study aimed to identify effective strategies that integrate bodily experience and environmental awareness
WELL-BEING, DIVERSITY AND SUSTAINABILITY: PEDAGOGICAL PARADIGMS FOR TRANSFORMATIVE EDUCATION
Questo contributo esplora l'urgente necessità di un ripensamento pedagogico basato su una prospettiva ecologica e inclusiva, capace di restituire all'educazione la sua funzione generativa e trasformativa. L'analisi intreccia tre filoni: l'ecologia delle emozioni e della conoscenza, i riscaldamenti narrativi in natura come dispositivo biofilico per l'attivazione cognitivo-emotiva, e l'educazione all'aria aperta come paradigma olistico che promuove il benessere, la cittadinanza ecologica e la valorizzazione delle differenze. Da queste traiettorie emerge un modello formativo che assume la complessità come chiave epistemologica e la cura come principio etico-politico, delineando una scuola capace di rigenerarsi come comunità educativa democratica e sostenibile.
NEURODIDACTICS AS A TRANSDISCIPLINE FOR A LANGUAGE PEDAGOGY OF SPANISH LANGUAGE. THE ENTORNO AS THE NEW NATURE-BASED EDUCATION
The statement about Neurodidactics as a transdiscipline enhanced the research in the field of language pedagogy with particular attention to Spanish language learning as FL. In line with the contrastive-perceptive language model, this paper explores the dynamic relationship between brain and language, focusing on the play of the environment (entorno) as the main component of nature-based education addressed to beginner learners.
THEATRE AS A PERFORMATIVE DEVICE AND VIDEO SELF-TAPE: A TECHNOLOGICAL-PEDAGOGICAL TOOL FOR OUTDOOR LEARNING
The pilot study explores the pedagogical and transformative potential of theatre in its performative practices, and of video self-taping as a tool for professional self-reflection. In the outdoor spaces of the Università Suor Orsola Benincasa, 100 students produced video self-tapes that, through non-linear languages and synesthetic approaches combining music and theatre, generated multisensory learning according to the synecological perspective, understood as an emergent process between the individual, the environment, and technologies.
BEYOND STATISTICS: YOUTH SPORTS DROPOUT AS AN EDUCATIONAL ISSUE
This qualitative research, based on interviews and focus groups with teachers, coaches, parents, and young people, explores the dynamics of youth sports dropout. Motivational, relational, family, school, and economic factors emerge as key influences. The study suggests rethinking sport as an educational and inclusive space, valuing well-being, the right to play, and pedagogical strategies to foster long-term participation.
GIFTEDNESS AND TEACHERS’ PROFESSIONAL CULTURE IN ITALY: A SURVEY ON REPRESENTATIONS FROM SYNECOLOGICAL PERSPECTIVE
The study investigates knowledge, representations, and attitudes of 5.087 Italian teachers and future teachers toward giftedness, interpreted from a synecological perspective as a resource for the balance of educational ecosystems. The quali-quantitative analysis conducted reveals a theoretical recognition of the specific needs of gifted students, however accompanied by resistance toward structured operational strategies, with significant variations across school levels. Direct experience with high-potential students seems to influence professional dispositions. The results highlight the necessity of systemic training interventions that support the translation of recent Italian legislation into coherent and widespread educational practices.
RECOLLECTION IN TRANQUILLITY: LETTERATURA, AMBIENTE E APPRENDIMENTO TRASFORMATIVO
The article investigates the relationship between literature, environment and transformative learning. Poetic language, presented through a chronological analysis, emerges as a pedagogical device that intertwines emotion, memory and critical reflection. Literary analysis and ongoing experimentation show how aesthetic experience, integrated with e-tivities and digital languages, can combine tradition and innovation, fostering imagination and democratic citizenship