Pedagogical Sciences

Please visit the instructions regarding how to fill in your study plan

This feature allows you to view your educational path, if you enrolled in previous years

Click here to see further enrol years available in the archive

Curriculum(s) for 2026 - Pedagogical Sciences (33584)

Single curriculum

Lesson [SSD] [Language]	Year	Semester	CFU
10630642 \| EXPERIMENTAL PEDAGOGY FOR EDUCATIONAL SCIENCES [PAED-02/B] [ITA]	1st	1st	12
EXPERIMENTAL EDUCATION ADVANCED COURSE [PAED-02/B] [ITA]	1st	1st	6
FROM INDICATORS TO EVALUATION OF EDUCATIONAL SYSTEM [PAED-02/B] [ITA]	1st	1st	6
10627228 \| Education Strategies for Adult Training [PAED-02/A] [ITA]	1st	1st	6
Educational objectives EDUCATION STRATEGIES FOR ADULT TRAINING The course deals with the theme of teaching methodologies and strategies in adult education, considering the different formal, non-formal and informal learning contexts. It will reflect specifically on what it means to learn at all ages of life, analyzing the main theories on learning in the national and international context. Particular attention will be paid to adult learning models and the role of reflection in learning in a transformative and changing perspective. The coure, consistent with the general objectives of the course of study, will pay particular attention to the role of experience in the learning of adults and in the choice of appropriate teaching strategies, considering knowledge and action inseparably linked. Through laboratory activities of a practical nature and experimentation, will reflect on learning-teaching strategies and techniques aimed at reviewing their educational/work action, with a view to continuing training in formal and informal contexts in order to promote critical thinking and transformative learning. Specific aims.Students at the end of the course will know Descriptor 1 : Knowledge and understanding 1. Know the main elements that characterize adulthood 2. Know the main theories and models of learning in adulthood. 3. Know the main experiential learning strategies and techniques. 4. Know the main reflexive strategies in adulthood. II Descriptor: Applying knowledge and understanding Reflect critically, individually and in group, on learning experiences in formal and non-formal contexts, using different strategies and combining the theoretical and practical dimensions. III Descriptor: Making judgments Analyze and reflect critically and argued on the problems of paths and experiences of adult life also in the workplace/ professional. IV Descriptor: Communication skills Ability to communicate the learning outcomes achieved to an audience of experts and non-expert, through the presentation in the classroom and discussion of reflections, and the drafting of analytical reports and different professional textualities, also using different multimedia tools. V Descriptor: Lifelong learning skills Each activity will foster the ability to learn and mature the metacognitive ability, which is achieved not only in the ability to read texts and documents of the discipline, but also in collecting, to interpret and reflect on problems and data concerning the field of study of adult education, demonstrating a scientific attitude and critical and self-critical ability
10630987 \| Active education and planning paths [PAED-01/B, PAED-02/B] [ITA]	1st	1st	12
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
Design of Educational Services [PAED-01/B] [ITA]	1st	1st	6
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
HISTORY OF ACTIVE EDUCATION [PAED-02/B] [ITA]	1st	1st	6
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
10627497 \| GENERAL AND GROUP PEDAGOGY [PAED-01/A] [ITA]	1st	1st	6
[N/D] [ITA]	1st	2nd	6
Educational objectives The student can explore topics of his interest even if not strictly related to the field of education and training
10630642 \| EXPERIMENTAL PEDAGOGY FOR EDUCATIONAL SCIENCES [PAED-02/B] [ITA]	1st	2nd	12
EXPERIMENTAL EDUCATION ADVANCED COURSE [PAED-02/B] [ITA]	1st	2nd	6
FROM INDICATORS TO EVALUATION OF EDUCATIONAL SYSTEM [PAED-02/B] [ITA]	1st	2nd	6
10630987 \| Active education and planning paths [PAED-01/B, PAED-02/B] [ITA]	1st	2nd	12
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
Design of Educational Services [PAED-01/B] [ITA]	1st	2nd	6
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
HISTORY OF ACTIVE EDUCATION [PAED-02/B] [ITA]	1st	2nd	6
Educational objectives Design of Educational Services I) To acquire in depth knowledge on the history of the Italian construct of “povertà educativa” and its prodromes, the pedagogy of the oppressed, the evolution of the Italian residential services for children without family or with serious familial difficulties and the process of deinstitutionalization in Italy, through the reading and the study of various documentary sources (see Dublin Descriptor 1); II) To be able to independently deepen and extend the acquired knowledge regarding the above-mentioned topics to different areas and contexts (see Dublin Descriptor 2); III) To exercise critical judgment and interpretation skills by enhancing the body of knowledge acquired, with particular reference to the analysis of various historical sources, the recognition of new and old forms of poverty, the reflection about the prevention of institutionalization and educational poverty in its variations and nuances, the detection and countering of different forms of oppression (see Dublin Descriptor 3); IV) To be able to communicate effectively one’s own outcome of the exercises planned in the course of the lectures and to metacommunicate about the activated process, through dialogue in pairs or small groups, discussion, confrontation with the teacher and presentation of the results obtained, possibly in multimedia mode (see Dublin Descriptor 4); V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (see Dublin Descriptor 5). The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyse problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyse and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; know how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)
Optional group:
Optional group:
Optional group:
Optional group:
[N/D] [ITA]	2nd	1st	6
Educational objectives The student can explore topics of his interest even if not strictly related to the field of education and training
AAF1793 \| Advanced Internship [N/D] [ITA]	2nd	2nd	6
10625789 \| Psychometrics Advanced Course [PSIC-01/C] [ITA]	2nd	2nd	6
AAF1016 \| Final exam [N/D] [ITA]	2nd	2nd	18
10630094 \| HISTORY OF PHILOSOPHY [PHIL-05/A] [ITA]	2nd	2nd	6
Educational objectives Given for granted some basic and indispensable goals (knowledge and understanding in the field of studies; ability to apply knowledge and understanding; capability of critical analysis; communication skills on that which has been learned; capacity to undertake further studies with some autonomy), the course intends to attain the following specific objectives: knowledge of key notions of philosophical topics in Pasolini’s work throughout the analysis of his main classics; improvement of capacity of critical reading and historical-theoretical framing of texts; mastery of philosophical terminology in oral and written communication; argumentative skills.
Optional group:
Optional group:

Lesson [SSD] [Language]	Year	Semester	CFU
10627577 \| Psychoeducation of communication [PSIC-02/A] [ITA]	1st	2nd	6
10627627 \| Cognitive Psychology [PSIC-01/A] [ITA]	1st	1st	6
Educational objectives COURSE CONTENTS Together with knowledge and methods of investigation about several cognitive processes, such as attention, perception, memory and problem solving, the course will provide the bases to understand human cognition as a whole. The course will furthermore address the development of key cognitive processes, with a particular reference to memory, their implications for education as well as relevant cognitive neuropsychology findings. EDUCATION GOALS LEARNING RESULTS: Knowledge of contents and understanding of investigation methods about general cognitive processes and their developmental and neuropsychological characteristics. SKILLS: Acquisition of theoretical schemes and empirical paradigms for the understanding of human cognitive functions, in both analytical and synthetic terms. Familiarization with the logics of experimental research and development of theories in cognitive psychology. Acquisition of the skill to link key theories and experimental paradigms in cognitive psychology to relevant educational/school domains, as well as to relevant developmental disorders. Acquisition of the skill of critical analysis linked to the addressed theories, methods and applications.

Lesson [SSD] [Language]	Year	Semester	CFU
10625955 \| Socialization and educational contexts [PSIC-03/A] [ITA]	2nd	1st	6
Educational objectives General aims. The course aims at providing the students with theories and methodologies regarding the study of socialization practices in different educational contexts, and at developing students’ skills in designing relevant socialization contexts involving both children and adults. The course grounds onto a cultural, situated and interactionist perspective, which emphasizes the concepts of participation, discursive competence and community of practices. The course develops across two different modules: 1) Children and socialization to language; 2) ) Socialization processes and forms of participation in intercultural contexts. Both modules include a theoretical and an applied section. The first module examines the main theories of language socialization in a cultural perspective and particularly focuses on children’s participation to conversational interactions in family, educational and peer contexts, also examined across different cultures. The second module deepens, within a situated and interactionist framework, forms of participation and the relationship between these forms and results in learning and socialization to sociocultural competence in different intercultural contexts: processes of socialization and inclusion of unaccompanied foreign minors will be examined, together with their close interrelation with organizational dimension of the different hosting contexts. Both modules provide students with research methodology including observational and analytical methodology for the study of interactions in socialization in family and educational contexts. Interview data, texts, video and transcripts of family interaction , interaction in educational contexts and peer interaction will be examied, in order to identify different participant structures, beneficial for the inclusion. Both modules aim at fostering students’ skills in applying methodological research tools (such as, interviews, observation and analysis of video and transcriptions of conversations) to design and assess socialization practices in different domains. The expected learning outcome would be: to know the main theoretical perspectives, and main research interdisciplinary areas, dealing with socialization practices of children and adults; to know methodological research tools including ethnographic observation and the analysis of discursive interaction for the study, the observation and the assessment of socialization practices; to know how to analyze, within a cultural and interactionist perspective, the socialization processes in different educational contexts, both formal and informal; to learn about the main epistemological frameworks in socio-psychological research and to learn how to apply methods and tools of situated, qualitative research to the analysis, the design and the assessment of practices of socialization that may enrich the novices’ participation in specific educational contexts. Specific aims. For the students, passing the exam would imply being capable of: 1) Knowing the most relevant theories in language socialization and the relationship between socialization processes, culture and discourse; knowing and understanding the methodological qualitative tools to observe, analyze, design and assess the characteristics and effectiveness of a socialization context (Descriptor 1 : Knowledge and understanding); 2) to apply the knowledge of the epistemological frameworks relevant in a cultural and interactionist perspective to the analysis of the main dimensions implied in socialization processes in different educational contexts; to develop reflexive skills in applying methods and tools of situated and qualitative research (e.g., ethnographic observation, narrative interviews, discourse and conversation analysis) in order to analyze, design and assess socialization practices in different educational settings and to understand their relationship with personal and social identity, in an inclusive perspective; to develop analytical and planning skills to design different discursive participation structures relevant for different educational (such as, inclusive ) aims and contexts and to reinforce one own's sociocultural competence (II Descriptor: Applying knowledge and understanding); 3) to develop critical judgment and interpretive skills to analyze video data and transcriptions of interactions in different activities and socialization contexts, by means of: research (individual and group) activities that will include the collection and the analysis of research data, and the writing of research reports and their collective discussion in the classroom; to develop reflexive skills with regards the ethical implications of the research about the socialization in different contexts, by means of the consideration of ethical and relational aspects implied in the observer’s access to the field of observation (III Descriptor: Making judgments); 4) to develop skills as regards the communication of empirical results of observation and analytical interpretation of data collected in socialization contexts, to both expert and non expert audiences, by means of: public presentations of data and observations in the classroom, collective classroom discussions of data and analyses , and the writing of analytical reports regarding collected data, which will be assessed at the end of the (IV Descriptor: Communication skills); 5) to develop skills in autonomous learning and the detailed study of theoretical methodological and applied knowledge usable to the study and the design of effective socialization practices in different educational contexts (V Descriptor: Lifelong learning skills)
10627114 \| Observation techniques and tools [PSIC-02/A] [ITA]	1st	1st	6
Educational objectives Techniques and tools for observing behavior Obiettivi formativi (EN) General aims. The course aims at providing the students with principles and methods of observational research and at developing students’ skills in designing relevant observational research projects.. The course provides the basic knowledge needed to measure behaviour and a review of observational methodology as a valuable alternative approach to experimental research, often yielding highly informative results in situations where more invasive experimental techniques would be undesirable, unethical or just impossible. To justify its place alongside experimentation as a rigorous scientific method, observation needs to be systematic and have attention paid to project design in the way that observations are made and recorded. The course is organized in two parts, a theoretical and an applied section. The first part includes an introduction to observation and contexts to use observation of behavior, and a review of the main theoretical approaches that use quantitative behavioral observation. The second, larger part includes the presentation of the observational method and the presentation and exemplifying application of the main observational techniques. They range from traditional time diary techniques and direct observation to newer Internet mediated recordings and storage. Students will be provided with theoretical and methodological tools valuable for recording, measuring, coding and interpreting behaviour in educational contexts, and also usable in teachers’ education. As for the applied section, the course aims at deepening students’ observational and interpretative skills in analysing behaviour and at fostering students’ skills in applying methodological research tools in order to be able to implement all the stages of a project design: from the initial observations, to the formulation of hypotheses, and their subsequent testing with further systematic observations. The expected learning outcome would be: to know the main theoretical perspectives, and main research interdisciplinary areas, using observational methods; to know some of the methodological research tools used in ethological, ecological, Piagetian, psychoanalytic and ethnographic approaches to observation; to know how to record behaviour, measure reliability and validity and assess between-observer reliability; to know how to plan a research design and how to interpret and present findings; to be aware of the ethical issues in relation to the assessment and testing of children and in relation to privacy in online studies. Specific aims. For the students, passing the exam would imply being capable of: 1) Having a basic knowledge and understanding of the theoretical foundations of the different behavioural observation techniques; having a basic knowledge and understanding of characteristics, use conditions, advantages and limits of the different qualitative and quantitative techniques based on the observation of child behavior in different contexts; having a basic knowledge and understanding of the opportunities to use specific tools for observing and evaluating the child’s abilities in different developmental domains (Descriptor 1 : Knowledge and understanding); 2) Being able to use the different observational techniques learned during the course, and apply the most appropriate in educational practice; being able to design a simple data collection based on the observation of child behavior in an educational context; being able to assess the reliability and validity of data collected through observation, and to carry out a descriptive analysis of collected data (II Descriptor: Applying knowledge and understanding); 3) to develop critical judgment and interpretive skills to analyse observational data in different contexts, by means of: research (individual and group) activities that will include the collection and the analysis of research data, and the writing of research reports and their collective discussion in the classroom; to develop reflexive skills with regards to the ethical implications of observational research (III Descriptor: Making judgments); 4) to develop skills to interpret, present and communicate the empirical results of observation, to both expert and non expert audiences, by means of: public presentations of data and observations in the classroom, collective classroom discussions of data and analyses, and the writing of analytical reports regarding collected data, which will be assessed at the end of the course (IV Descriptor: Communication skills); 5) to develop skills in autonomous learning and the detailed study of theoretical methodological and applied knowledge usable to the study and the design of effective observational research projects in different educational contexts (V Descriptor: Lifelong learning skills)

Lesson [SSD] [Language]	Year	Semester	CFU
AAF1799 \| OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced [N/D] [ITA]	1st	2nd	6
Educational objectives Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.
AAF1797 \| OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced [N/D] [ITA]	1st	2nd	4
Educational objectives Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.
AAF1798 \| OTHER USEFUL SKILLS FOR INCLUSION IN THE WORLD OF WORK advanced [N/D] [ITA]	1st	2nd	2
Educational objectives Other information useful to enter the world of work The specific goal is to allow the student to unite his/her theoretical knowledge to a more specific knowledge related to the world of work and professions. The student can acquire further knowledge and abilities on the world of work by participating to conferences, seminars, conventions, educational activities (shows, exhibitions) on themes connected to the Programme, workshop activities, exercises of research/study, and projects. With these activities, the student has the possibility to learn and apply the so-called cross skills needed to enter the world of work (relational, communication, and instrumental skills). In order to obtain the acknowledgement, the student must prepare a written report where he/she shortly describes and duly documents his/her experience.
AAF2588 \| Professional Competencies for Zerosei integrated system [N/D] [ITA]	1st	2nd	6
Educational objectives The course aims to provide knowledge useful to both those interested in developing research activities and those who intend to work as educators, coordinators, or managers in the field of childcare and educational services. At the end of the course, students: • have acquired knowledge and understanding that can be traced back to managerial, organizational and educational problems related to the early childhood education sector, in their size and specificity; in-depth theoretical-methodological knowledge of the management, organizational and educational problematic issues related to the early childhood education sector, in their size and specificity; in-depth knowledge of the organizational and educational characteristics of the different types of services for early childhood present in Italy and in Europe (Knowledge and understanding) • are able to apply knowledge and understanding, with a high degree of professionalism in order to interpret and analyze problems and data relating to the design of the various childcare services that can be activated in different territorial and social realities; analyze and interpret national and regional legislation on the subject; design, conduct and document educational actions; carry out the economic management of a service and recognize the methods of finding resources for its activation and operation; moving within the framework of the relationship with public institutions and the private system for the construction and maintenance of social network systems in the field of educational services; identify yourself in your job role; be able to undertake subsequent studies with a high degree of autonomy, to integrate into the world of work and professions (Ability to apply knowledge and understanding) • have gained independent judgment in order to be able to solve problems in various educational and training contexts, emphasizing the various actors and actresses involved in the process; to act reflexively in the course of professional activity; to implement evaluation, self-assessment and self-reflexive mechanisms in the various stages of managing the educational service; (Making judgments) • have acquired communication skills that allow them to know how to manage, structure and share content inside and outside the educational group; knowing how to manage communication with institutional contacts; know how to take care of communication with the families of children, girls and different subjects who attend the educational service, adapting the communication style to the recipient (Communication skills)

Lesson [SSD] [Language]	Year	Semester	CFU
10627047 \| Hygiene and Epidemiology [MEDS-24/B] [ITA]	2nd	2nd	6
Educational objectives The course is mainly aimed at supplying deep knowledge and understanding skills of the main principles of Hygiene, of determinants of health and disease, of principles of health education and prevention, in order to make the student able to apply them for health promotion and maintenance in any operational context. The specific goals are:  to know and understand the main social health, demographic and health indicators;  to know and understand the fundamental concepts of hygiene and epidemiology of infectious and chronic degenerative diseases, as well as of environmental hygiene;  to know and prevent some menaces to public and individual health, operating on social and ethical responsibilities, especially on vaccine issues, smoking, obesity and posture;  to know and understand issues on global health. At the end of the course, the student is expected to (Learning results):  know and understand the elements to promote health and prevention culture, especially in the school and among the youths;  identify the health social determinants (the "weak" subjects) and the measurement methods of the health state. At the end of the course, the student, applying the acquired knowledge, will (Skills to be acquired):  be able to promote health and prevention culture;  know well his/her role of educator and model for promotion and maintenance of healthy lifestyles;  be able to analyse, with scientific proficiency, critical abilities and autonomously, problems and data concerning health and its protection;  be able to carry out researches with a scientific method and make analysis with a presentation of data, to communicate the results and to engage with colleagues.
10625944 \| Neuroscience in educational contexts [PSIC-01/B] [ITA]	1st	2nd	6
Educational objectives The course aims at providing students knowledge in light of advances in the neuroeducation field. Empha-sis is given to the main psychological and neuroscience theories on learning, language, social and motor and sensory systems and on available empirical and neural evidence. The successful completion of the course entails that students a) have in depth knowledge on brain. Em-phasis will be given to recent neuroscientific models on education and on the neural circuits involved, on the changes typical after development disorders, and on changes occurring following brain lesions and b) have the necessary skills and knowledge to assess, present, and critically analyse the available empirical evidence and the potential application to experimental and educational contexts. More specifically, the first part of the course will cover the relevance of brain research to education, neu-robiology and neuroplasticity. The second part of the course will cover the empirical findings on the rela-tion between learning and brain. The last part will cover autism and learning disabilities.

Featured announcements

27/11/2025 - AVVISO - Appelli L-19 e LM-85 aa 2025/2026

Curriculum(s) for 2026 - Pedagogical Sciences (33584)