Pedagogical Sciences

Educational objectives

Educational goals

Module 1 - From Indicators to the Evaluation of the Education System
General goals
The overall goal of the course is to understand how the growing availability of education data,
derived from both periodic international surveys and the constantly updated OECD system of
indicators, can be used to improve an education system. Both the macro level, how policymakers
intervene in the system (for example, with the SDG strategy of the 2030 Agenda), and the local
level, through INVALSI initiatives, will be considered. The processes of using and implementing
indicators for system interventions present two critical aspects: first, the quality of the input data
on which the indicators are based; second, the need for a valid, reliable, and as timely as possible
national evaluation system, also to avoid wasting the resources invested by each country in
education and training. The aforementioned critical aspects will be explored in depth, starting
from the collections of international and national indicators, as well as the results of the most

recent international surveys on achievement and skills. The activities will include in-depth analysis
of individual indicators, specific national situations, and case studies related to the use of
indicators to make educational decisions. These insights will be presented and discussed during
the course.
Specific Goals
Upon completion of the course, students will demonstrate: knowledge and understanding of
general issues and problems related to the use of statistical data in educational sciences,
particularly for evaluating the effectiveness of school systems; the ability to find up-to-date
information on the topics covered and connect it with the theoretical aspects presented in the
course; the ability to interpret information and reflect on issues related to the field of study,
demonstrating a scientific approach and critical and self-critical skills; the ability to use the tools of
an e-learning platform collaboratively.

Module 2 – Advanced Course in Experimental Pedagogy
General Goals
The overall goal of the course is to enhance critical reflection on the key themes of educational
research in the pedagogical field. Specifically, issues related to research methodology will be
addressed through a critical analysis of the Training Research conducted by CRESPI (Interuniversity
Educational Research Center on Teacher Professionalism). A reflection on the various assessment
methods adopted in an educational context will be offered, with a critical analysis of differing
perspectives on the educational relationship. Furthermore, operational methods for assessing the
effectiveness of an assessment test and the related scoring in an educational context will be
considered.
Specific Goals
Upon completion of the course, students will demonstrate: knowledge and critically analyze
various approaches to educational research; ability to interpret information and reflect on issues
related to the field of study, demonstrating a scientific mindset and critical and self-critical skills;
ability to reflect on and evaluate various approaches to educational assessment; ability to apply
instrumental skills for analyzing objective tests and managing scores; ability to find up-to-date
information on the topics covered and connect it with the theoretical aspects presented in the
course; ability to interact with colleagues and work in groups; ability to publicly communicate their
opinions on the critical topics of the course; ability to collaboratively use the tools of an e-learning
platform.

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

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)

Educational objectives

The student will be able to know, understand, apply, judge, communicate and learn in the following areas:
1. Knowledge and understanding:
recognize and describe the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
The student will be able to apply the knowledge and understanding skills acquired to:
2. Knowledge and Applied Understanding:
understand and interpret the main problems, conceptual nuclei, systems of hypotheses and methodological choices as indicated in the educational objectives.
3. Making judgments:
• Analyze, detect and deconstruct elements related to:
• reorganize the knowledge learned and implement one's own ability to critically and autonomously evaluate what has been learned.
• make analysis, interpretation, comparison and synthesis between different currents and pedagogical perspectives, ends and means, systems of hypotheses and organizational frames of the interventions as well as bringing the models and operational strategies back to their values, epistemological and methodological dimension.

4. Communication skills:
Students will be able to:
effectively communicate concepts and models (also through the appropriation of a sector language through the study of the bibliography, lessons and meetings with privileged witnesses) functional to knowledge and understanding, to intervention in agencies, contexts and with subjects in education, as well as with the parental and professional actors with whom they will come into contact through their trainingship and future occupations.
- appropriate a language of the sector - through the study of the bibliography, lessons and meetings with privileged witnesses - functional to knowledge and understanding but also to intervention in agencies, contexts and with subjects in education as well as with actors parents and professionals meet in trainingship and future occupation(s).
- orientate and access sources and international and national bibliography of the sector, to update one's knowledge and skills during the academic career and in the subsequent in-service training of personnel, knowing how to work in a teaching and in interdisciplinary and multi-professional teams
Communication skills will be functional to work in the field of educational research and pedagogical coordination as well as to the educational relationship, the educational alliance with families and the synergy with the local realities, forwork in in interdisciplinary and multiprofessional teams.
5. Ability to learn:
Design, monitor and verify
• Deriving from the previous constructs and structuring in planning and critical-reflective terms original processes of analysis/monitoring/verification and planning/intervention on target (age of life) and contexts (scholastic and extra-scholastic), with particular reference to the development of the pedagogical setting (as a system of hypotheses and organizational framework of the interventions), in the recurrence between the theory and the pedagogical practice, the systems of hypotheses and the organizational frames of the education and educational interventions in the perspective of lifelong education and the integrated bildung system and/or the network of services.

Educational objectives

The student can explore topics of his interest even if not strictly related to the field of education and training

Educational objectives

Educational goals

Module 1 - From Indicators to the Evaluation of the Education System
General goals
The overall goal of the course is to understand how the growing availability of education data,
derived from both periodic international surveys and the constantly updated OECD system of
indicators, can be used to improve an education system. Both the macro level, how policymakers
intervene in the system (for example, with the SDG strategy of the 2030 Agenda), and the local
level, through INVALSI initiatives, will be considered. The processes of using and implementing
indicators for system interventions present two critical aspects: first, the quality of the input data
on which the indicators are based; second, the need for a valid, reliable, and as timely as possible
national evaluation system, also to avoid wasting the resources invested by each country in
education and training. The aforementioned critical aspects will be explored in depth, starting
from the collections of international and national indicators, as well as the results of the most

recent international surveys on achievement and skills. The activities will include in-depth analysis
of individual indicators, specific national situations, and case studies related to the use of
indicators to make educational decisions. These insights will be presented and discussed during
the course.
Specific Goals
Upon completion of the course, students will demonstrate: knowledge and understanding of
general issues and problems related to the use of statistical data in educational sciences,
particularly for evaluating the effectiveness of school systems; the ability to find up-to-date
information on the topics covered and connect it with the theoretical aspects presented in the
course; the ability to interpret information and reflect on issues related to the field of study,
demonstrating a scientific approach and critical and self-critical skills; the ability to use the tools of
an e-learning platform collaboratively.

Module 2 – Advanced Course in Experimental Pedagogy
General Goals
The overall goal of the course is to enhance critical reflection on the key themes of educational
research in the pedagogical field. Specifically, issues related to research methodology will be
addressed through a critical analysis of the Training Research conducted by CRESPI (Interuniversity
Educational Research Center on Teacher Professionalism). A reflection on the various assessment
methods adopted in an educational context will be offered, with a critical analysis of differing
perspectives on the educational relationship. Furthermore, operational methods for assessing the
effectiveness of an assessment test and the related scoring in an educational context will be
considered.
Specific Goals
Upon completion of the course, students will demonstrate: knowledge and critically analyze
various approaches to educational research; ability to interpret information and reflect on issues
related to the field of study, demonstrating a scientific mindset and critical and self-critical skills;
ability to reflect on and evaluate various approaches to educational assessment; ability to apply
instrumental skills for analyzing objective tests and managing scores; ability to find up-to-date
information on the topics covered and connect it with the theoretical aspects presented in the
course; ability to interact with colleagues and work in groups; ability to publicly communicate their
opinions on the critical topics of the course; ability to collaboratively use the tools of an e-learning
platform.

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)

Educational objectives

The student can explore topics of his interest even if not strictly related to the field of education and training

Educational objectives

Experiencing themselves in a work context will enable students to acquire the following objectives:
− Knowledge and understanding
1. Know an educational context in which it is possible to work towards obtaining the degree;
2. Understand the relationship between theoretical knowledge and practical activity;
3. Understand the ethical and deontological issues peculiar to the educational professions.
4. Know tools for educational work (observation, logbook, written documentation, activity report,
evaluation, etc.).
− Applying knowledge and understanding
1. Understand and analyse the functioning of the educational services in which the internship
activity takes place.
2. Be able to work independently and organize;
3. Be able to deal with different users and various professional figures.
− Making judgements
Propensity to collect, interpret, evaluate, and reflect on concrete situations typical of the contexts in
which educational figures are required. At the end of the experience, students will be able to assume

a critical attitude towards the educational choices made and the ability to identify means and
strategies to be adopted for different users and contexts.
− Communication skills
At the end of the activity, the ability to communicate, even in written form, will improve. The
activities will help students use a language appropriate to the different users present in an
educational service.
− Learning skills
The experiences made during the internship will help improve my ability to collect, interpret, and
reflect on real educational situations, demonstrating a scientific attitude and critical and self-critical
skills, and the ability to work in a group.

Educational objectives

Course Description
The Advanced Psychometrics course aims to provide Master's students with the advanced methodological and statistical skills necessary to analyze, interpret, and measure educational, developmental, and psycho-pedagogical processes. The course focuses on analyzing relationships among variables, predictive modeling, group comparisons, and data reduction techniques.

General Learning Objectives
By the end of this course, students will be able to:

Analyze Relationships Between Variables: Calculate and interpret correlation coefficients (linear and non-parametric) to assess associations among psycho-pedagogical constructs.

Apply Predictive Modeling: Understand and implement regression models (simple and multiple) to estimate the impact of educational and contextual factors on performance or behavior.

Compare Groups and Interventions: Utilize Analysis of Variance (one-way and factorial ANOVA, between- and within-subjects) to evaluate the effectiveness of educational interventions or differences across demographic groups.

Evaluate Test Structure: Apply Factor Analysis techniques to examine the underlying structure of questionnaires, tests, or rating scales, assessing their construct validity and reliability.

Utilize Statistical Software and Report Findings: Independently execute data analyses using dedicated statistical software (e.g., SPSS/Jamovi/R) and produce scientific summary reports adhering to international standards (e.g., APA style).

Educational objectives

The final assessment consists of a paper—whether theoretical, historical, empirical, experimental, or clinical in nature—aimed at demonstrating mastery and conceptual organization of the subject matter, breadth and coherence of the discussion, accurate use of specialized terminology, depth of analysis and ability to make theoretical connections, capacity for critical synthesis of knowledge, and the ability to apply theoretical knowledge to operational practice within a professional context.

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.