CREATING NARRATIVE-BASED ADAPTIVE LEARNING ENVIRONMENTS: AN EXPLORATORY STUDY ON AI CONVERSATIONAL AGENTS FOR OBESITY PREVENTION

Starting from the recognition of obesity as a multi-consequential issue, this exploratory study examines the efficacy of an AI-driven conversational agent in supporting dietary behavior change through a narrative medicine approach. The preliminary phase of the study assessed participants’ motivation, digital literacy, and emotional awareness. Initial findings highlight the relevance of personalized and gender-sensitive interventions in enhancing engagement and emotional self-regulation

FOSTERING AGENCY IN MARGINALIZED COMMUNITIES: PARTICIPATORY METHODOLOGIES AND TOOLS FOR TERRITORIAL DEVELOPMENT

Fostering agency within marginalized communities is essential to addressing inequalities and stimulating local planning capacities. Can Needs Mapping be meaningfully integrated with Community-Centered Design and Design Thinking? If so, under what conditions and at what levels? Through the analysis of participatory practices and digital tools, this study examines experimental case studies from the south-eastern Salento region, proposing co-design as a means to strengthen territorial agency

NEUROEDUCATION AND LEARNING: TOWARDS AN INCLUSIVE AND FLEXIBLE TEACHING MODEL

Neuroscience studies the functioning of the nervous system, with particular attention to the brain processes involved. If the analysis is aimed at learning mechanisms, then we refer to neuroeducation, a discipline that includes within itself the combination of cognitive neuroscience, cognitive psychology and educational-didactic practices. According to this perspective, to promote meaningful learning, it is necessary to also take into account people's brain processes (Rivoltella, 2012). Starting from these considerations, the contribution intends to outline the relationship that exists between the educational paradigm and the neuroscientific one, through the main reference theories. Finally, the Universal Design of Learning is identified as a model of didactic design capable of guaranteeing flexibility and inclusion (CAST, 2011), in line with the neuroscientific principles and the educational needs presented.Keywords: neuroeducation, learning, Universal Design of Learnin

MULTILINGUALISM IN SCHOOLS: APPROACHES AND CHALLENGES FOR INCLUSION AND TRANSLINGUISTIC PRACTICES

The growing use of multiple languages in Europe and Italy calls for effective school strategies to manage linguistic diversity. Multilingualism supports cognitive, linguistic and social development. Promoting mother tongues aids inclusion, though teacher training remains limited. This study explores multilingual education in Italy, stressing the value of students’ linguistic repertoires and the role of translinguistic practices

EDITORIAL

Editoria

“YOUTH SOCIAL INCLUSION AND REFUGEES INTEGRATION THROUGH DANCE-BASED INTERVENTIONS - YOU DANCE”: AN EXPLORATORY RESEARCH

This paper aims to present the results of an exploratory research conducted in 2024-2025 within the Erasmus+ Youth social inclusion and refugee integration through dance-based interventions - YOU DANCE project. Studies show how dance can become a form of personal narration that can be translated into the body (Gallese, 2011). Dance promotes non-verbal communication (Kaeppler, 1981) thanks to the neural mechanisms that underlie the understanding of emotions (Gallese et al., 2009). Dancing increases awareness of both one's body and one's emotional states, motivations, and intentions, an aspect that makes it a device capable of stimulating better self-intimation as well as social cohesion (Gomez & Danuser, 2007). Through a qualitative-quantitative approach, the research investigated the role of dance-based body-motor activities in promoting the processes of social and cultural inclusion of young people, especially refugees

HOW TO ASSESS THE INCLUSIVENESS OF EDUCATIONAL TECHNOLOGIES: A PROPOSAL BASED ON THE UDL MODEL

Questo studio, parte del progetto Erasmus+ IA-ME, presenta uno strumento basato sull'intelligenza artificiale per formare insegnanti di sostegno all'utilizzo di tecnologie inclusive per studenti con bisogni educativi speciali (BES). Basato sui principi della UDL (Universal Learning Objective), valuta e categorizza gli strumenti in base all'accessibilità, al supporto linguistico e alla capacità di superare le barriere di apprendimento. Ciò sottolinea l'importanza di una selezione mirata della tecnologia più adatta a ogni specifica disabilità. Promuove un'istruzione equa e un'efficace integrazione della tecnologia nei PEI (Piano Educativo Individualizzato)

INTEGRATING SELF-EFFICACY INTO DIDACTIC METHODOLOGIES IN SPORTS COACHING

This article explores how Self-Efficacy can be effectively used as a teaching tool within a Cognitive Embodiment framework to enhance sports coaching and learning.  It will delve into the ways in which coaches can utilize SE-enhancing strategies to foster a more embodied and effective learning experience for athletes, ultimately leading to improved performance and a deeper understanding of their sport

DEAFLYMPICS AND STEAM BETWEEN ALLIANCES AND INNOVATION

The inclusion of deaf people in sports finds an opportunity in Deaflympics, addressing communication and relational challenges. The STEAM approach offers innovative teaching strategies to overcome these barriers, enhancing athletes' visual-spatial skills. The integration of advanced technologies and inclusive methodologies allows to improve participation, promoting equitable and accessible education for the global well-being of deaf athletes

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