Suchergebnisse

In order to answer the call of Agenda 2030 (UN, 2015), higher education must assist in giving form to a new society in which democracy is cultivated in both the minds and practices of our society. A democratic education is the answer to the challenges of contemporary society, which is characterized by indifference and an unwillingness to engage for the common good. Educational practices are often aligned to this trend so that they are planned with the aim of developing competences useful for individual success and the economic improvement of society. It is necessary to envision a new design for higher education that promotes in people the disposition to engage in the construction of a society where everyone has an equal opportunity to live a good and fulfilling life. Useful for this purpose can be a rediscovery of the classical position of Plato, Socrates, and Aristotle that present virtue and ethics as a theoretical framework for education. This framework can be used as a foundation upon which to renew academic practices by planning and designing experiences able to translate theory into actions. Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. If useful for redirecting higher education, service learning is particularly suitable for educating teachers, the practitioners who have a great responsibility for transforming society through education. In this paper, after developing the appropriate theoretical framework, we present, as an example of service learning, the Community Research Service Learning experience carried out at the University of Verona in the Primary Teacher Education master's degree program.

Through this article we want to share experiences of exchanges, intercultural and intersectoral dialogue between the university of the State of Bahia (UNEB), Brazil and the University of Padua (UNIPD), Italy and their respective communities (Juazeiro-BA, Rovigo and Padua), through a reinterpretation of Paulo Freire, in particular with respect to the continuous antithesis between dialogue and anti-dialogue. How his thinking, his political-pedagogical proposal and his praxis can be reviewed in the multi-year experiences of international student mobility (with a mixed system of study and internship) and GloCal Service-Learning and in the projects carried out through the dialogic intersection between communication and education (Educommunication)? The article also proposes an analysis of the current challenges of these experiences, and of the respective methodological approaches, which converge in social, educational and communicative practices of observation and listening to the voices of the local reality, of dialogue and community participation.

The impact of AI, and in particular of deep learning, on the industry has been so disrupting that it gave rise to a new wave of research and applications that goes under the name of Industry 4.0. This expression refers to the application of AI and cognitive computing to leverage an effective data exchange and processing in manufacturing technologies, services and transports, laying the foundation of what is commonly known as the fourth industrial revolution. As a consequence, today's developing trend is increasingly focusing on AI based data-driven approaches, mainly because leveraging user's data (such as location, action patterns, social information, etc.) can make applications able to adapt to them, enhancing the user experience. To this aim, tools like automatic image tagging (e.g. those based on face recognition), voice control, personalised advertising, etc. process enormous amounts of data (often remotely due to the huge computational effort required) too often rich in sensitive information. Artificial intelligence has thus been proving to be so effective that today it is increasingly been using also in critical domains such as facial recognition, biometric verification (e.g. fingerprints), autonomous driving etc. Although this opens unprecedented scenarios, it is important to note that its misuse (malicious or not) can lead to unintended consequences, such as unethical or unfair use (e.g. discriminating on the basis of ethnicity or gender), or used to harm people's privacy. Indeed, if on one hand, the industry is pushing toward a massive use of artificial intelligence enhanced solution, on the other it is not adequately supporting researches in end-to-end understating of capabilities and vulnerabilities of such systems. The results may be very (negatively) mediatic, especially when regarding borderline domains such those related to subjects privacy or to ethical and fairness, like users profiling, fake news generation, reliability of autonomous driving systems, etc. We strongly believe that, since being just a (very powerful) tool, AI is not to blame for its misuse. Nonetheless, we claim that in order to develop a more ethical, fair and secure use of artificial intelligence, all the involved actors (in primis users, developers and legislators) must have a very clear idea about some critical questions, such as "what is AI?", "what are the ethical implications of its improper usage?", "what are its capabilities and limits?", "is it safe to use AI in critical domains?", and so on. Moreover, since AI is very likely to be an important part of our everyday life in the very next future, it is crucial to build trustworthy AI systems. Therefore, the aim of this thesis is to make a first step towards the crucial need for raising awareness about reproducibility, security and fairness threats associated with AI systems, from a technical perspective as well as from the governance and from the ethical point of view. Among the several issues that should be faced, in this work we try to address three central points: understanding what "intelligence" means and implies within the context of artificial intelligence; analyse the limitations and the weaknesses that might affect an AI-based system, independently from the particular adopted technology or technical solutions; assessing the system behaviours in the case of successful attacks and/or in the presence of degraded environmental conditions. To this aim, the thesis is divided into three main parts: in the first part we introduce the concept of AI, focusing on Deep Learning and on some of its more crucial issues, before moving to ethical implications associated with the notion of "intelligence"; in the second part we focus on the perils associated with the reproducibility of results in deep learning, also showing how proper network design can be used to limit their effects; finally, in the third part we address the implications that an AI misuse can cause in a critical domain such as biometrics, proposing some attacks duly designed for the scope. The cornerstone of the whole thesis are adversarial perturbations, a term referring to the set of techniques intended to deceive AI systems by injecting a small perturbation (noise, often totally imperceptible to a human being) into the data. The key idea is that, although adversarial perturbations are a considerable concern to domain experts, on the other hand, they fuel new possibilities to both favours a fair use of artificial intelligence systems and to better understand the "reasoning" they follow in order to reach the solution of a given problem. Results are presented for applications related to critical domains such as medical imaging, facial recognition and biometric verification. However, the concepts and the methodologies introduced in this thesis are intended to be general enough to be applied to different real-life applications.

The present study offers an overview of the policies and programs established by the European Union in the youth field, with a focus on non-formal learning initiatives and in particular on the European Voluntary Service program (EVS).

Nacionalno gospodarstvo svoj razvoj zasniva na uspješnosti poduzetništva. U tu uspješnost utkano je sve iskustvo nacije kao i sposobnost materijalizacije raspoloživih resursa te njena efikasnost, kroz proizvod ili uslugu realiziranu na tržištu. Usvojenost poduzetničke kompetencije glavni je indikator, ali i ograničavajući faktor povećanja uspješnosti postojećih gospodarskih subjekata kao i stvaranja novih iz poslovne prilike te ukupne nacionalne gospodarske efikasnosti. Ljudski potencijali cijele društvene zajednice na odgovarajući način participiraju u stvaranju nacionalnog gospodarskog rezultata. Upravo zato je nužno sustavno stvoriti uvjete za razvoj poduzetnosti svakog pojedinca kroz sustav cjeloživotnog učenja i to već od najranije životne dobi. Strategija učenja za poduzetništvo daje sustavna rješenja i definira nositelje i sunositelje provedbenih Mjera iz Akcijskog plana. Nacionalna koordinacija E4E - obrazovanja za poduzetništvo kao međuresorno tijelo Vlade Republike Hrvatske je zaduženo za provedbu i implementaciju Strategije i Akcijskog plana. ; The development of national economy is based on the success of entrepreneurship. The overall national experience as well as the ability to materialize available resources and its efficiency, in the form of market products or services, is mirrored in that success. The level of entrepreneurial competence is the main indicator but also the limiting factor in the increase of the success of existing and the creation of new businesses from business opportunities, and also in the overall national economic efficiency. Human resources of the entire community participate adequately in the creation of national economic results. Therefore it is necessary to start at an early age with systematic creation of conditions for the development of individual entrepreneurial competence through a system of lifelong education. National Coordination E4E - Education for Entrepreneurship, as the Interdepartmental Working Body of the Government of the Republic of Croatia, is responsible for enforcing and implementing the Strategy and the Action Plan.

Recent debates on continuing professional development for educators and teachers highlight a "new culture" regarding professionalization, attentive to lifelong learning and the changes which "actions, actors and contexts" are constantly subjected to (Pirard, Barbier, 2012). If, on the one hand, international research shows a faceted and sometimes "fragmented" landscape made up of actions, investments and policies related to educational settings, on the other there is increasing interest in significant and "promising" factors that promote the implementation of "good practices" and in-service training models. In preschools in particular, "the [basic, in-service] professional qualification and the continuing professional development opportunities are often not in line with uniform standards" (Pirard, Barbier 2012, p. 1). This raises questions aboutthe possibility for improving professional development opportunities in terms of sustainability and updating skills throughout the teachers' professional lives. In this article, we highlight some in-service professional development models, focusing on the role of tutorship and peer learning, their different meanings within the international context, how peer learning models are practiced and how they could be implemented with a view to promoting lifelong trainingopportunities for educators and teachers. ; I più recenti dibattiti sulla formazione professionale continua di educatori e insegnanti mettono in luce una "nuova cultura" della professionalizzazione, attenta all'apprendimento permanente e ai cambiamenti a cui «azioni, attori e contesti» sono costantemente sottoposti (Pirard, Barbier, 2012). Se da un lato la ricerca internazionale mostra un panorama sfaccettato e talora "frammentato" di azioni, investimenti e politiche legate ai contesti educativi, dall'altro lato ècrescente l'interesse verso fattori significativi e "promettenti" che favoriscono l'implementazione di "buone pratiche" e modelli di formazione in servizio. Nei servizi per l'infanzia, in particolare, «le ...

The role of teachers is recognised as crucial to the quality of education and student learning. Ensuring and improving the quality of their professionalism is therefore essential. Continuous Professional Development (CPD) is critical to achieving this goal. This paper explores the CPD in Italy by analysing the results of the latest Teaching And Learning International Survey (TALIS) conducted by the OECD in 2018. After highlight- ing the relevance that CPD assumes in the Italian context, the paper examines the survey results and compares them with European and OECD countries. The contribution analyses participation rates, types of activities, content, and areas for which teachers express the greatest need for development. The paper also explores the impact of CPD, characteristics of the most effective activities, factors perceived as barriers to participation, and support measures received by teachers. Finally, it discusses the findings that emerged and outlines possible perspectives that can guide and improve policies related to CPD and the choices of those who design and implement it. ; Il ruolo dei e delle docenti è riconosciuto come determinante per la qualità dell'istruzione e per l'apprendimento di studenti e studentesse. È quindi fondamentale assicurare e migliorare la qualità della loro pro- fessionalità. Lo Sviluppo Professionale Continuo (Continuous Professional Development - CPD) viene identificato come lo strumento decisivo per raggiungere tale obiettivo. Questo contributo esplora lo stato del CPD in Italia analizzando i risultati dell'ultima Indagine internazionale sull'insegnamento e l'apprendi- mento (Teaching And Learning International Survey - TALIS) condotta dall' OCSE nel 2018. Dopo aver evidenziato la rilevanza che il CPD assume nel contesto italiano, si esaminano i risultati dell'indagine, operando altresì un confronto con i paesi europei e OCSE. Il contributo analizza i tassi di partecipazione, le tipologie di attività, i contenuti e le aree per le quali i docenti esprimono il maggior bisogno di sviluppo. Vengono inoltre esplorati l'impatto del CPD e le caratteristiche delle attività più efficaci, così come i fattori percepiti come ostacolo alla partecipazione e le misure di supporto ricevute. Sono infine discussi i risultati emersi e delineate le possibili prospettive che possono orientare e migliorare le politiche relative al CPD e le scelte di chi lo progetta e implementa.

Teacher education at both pre-service and in-service levels is a crucial factor in terms of developing democratic schools. Pre-service education is the first step in the professional development of teachers. Perhaps democratic education should commence at this stage. For this reason it is important to know pre-service teachers' opinions about democratic education and the characteristics of democratic schools. This study aims to investigate pre-service primary teachers' perceptions about democratic education and the main characteristics of democratic schools. The study was designed within basic qualitative research approach. The study group consists of six primary pre-service teachers who attend the 4th year of teacher education programme at a faculty of education. A semi-structured interview form was used for data gathering. Data were analysed using the "content analysis" method. The findings of the study illustrate that pre-service teachers conceptualize the term of democracy with different words based on their experiences; what is more, pre-service teachers have not fully internalized the concept of democracy. The results of the study show that according to pre-service teachers, democracy education can be realized through thematic learning and hands-on activities. It is recommended that policy makers should be aware of the atmosphere of democratic schools and that a curriculum should be designed thematically, which includes democracy in all attainment targets. ; Obrazovanje učitelja na razini osposobljavanja budućih učitelja i na razini usavršavanja zaposlenih učitelja ključan je faktor za razvoj demokratskih škola. Obrazovanje budućih učitelja prvi je korak u profesionalnom razvoju učitelja. Stoga bi možda i demokratsko obrazovanje trebalo započeti na toj razini. Upravo je zbog toga važno znati kakva stajališta imaju budući učitelji o demokratskom obrazovanju i o karakteristikama demokratskih škola. Cilj ovoga istraživanja jest proučiti percepciju budućih učitelja primarnoga obrazovanja o demokratskom obrazovanju i o osnovnim karakteristikama demokratskih škola. Istraživanje je oblikovano u okviru kvalitativnoga pristupa istraživanju. Skupina koja je sudjelovala u istraživanju sastojala se od šest budućih učitelja primarnoga obrazovanja koji su upisani u četvrtu godinu programa za obrazovanje učitelja na učiteljskom fakultetu. Za dobivanje podataka koristio se polustrukturirani intervju. Podatci su analizirani primjenom metode "analize sadržaja". Rezultati istraživanja pokazuju da budući učitelji koncipiraju pojam demokracija različitim riječima i na osnovi njihovih iskustava; štoviše, budući učitelji nisu u potpunosti usvojili pojam demokracija. Nadalje, prema stavovima budućih učitelja, demokratsko obrazovanje može se ostvariti putem tematskog i praktičnog učenja. Savjetuje se da tvorci obrazovne politike budu u potpunosti osviješteni o atmosferi demokratskih škola te da se kurikul tematski osmišljava, što uključuje demokratičnost na svim razinama postignuća.

The general aim of this study is to investigate how kids and adolescents conceptualize online privacy and the concern about their online privacy through a developmental perspective, while also trying to understand its impact on a safe online surfing environment. Three studies were conducted: 1) a systematic review, which was aimed to clarify the relative strengths and weaknesses of the literature about the construct of online privacy and online privacy concerns among kids and adolescents; 2) a qualitative study, aimed to understand how adolescents define – and consequently understand – the concept of online privacy; 3) a quantitative study, which aimed at addressing whether online surfing is associated with online privacy concerns and with GDPR (General Data Protection Regulation) differently across different ages during adolescence. Finally, the results of the three studies were analysed and discussed in light of the theory background. An analysis of the literature showed how children may have difficulties to fully understand risks in unusual contexts, and that they can have difficulties in responding to situations when they struggled to recognise or understand fully the risks involved. The results of the three studies are discussed, underlining how adolescents understand their online privacy, if they are concerned about their data online, how we should help them manage better their privacy online, and how we should design services, applications and devices to help kids understand better the implication of the Internet on their 'onlife' (Floridi, 2015).

Nova platforma Europass-a (https://europa.eu/europass/hr) od srpnja 2020. godine dostupna je kao besplatni online instrument za prikazivanje postignutih ishoda učenja, planiranje ili pripremu karijere u Europi, te služi kao potpora građanima Europske unije kako bi lakše prolazili kroz svoj profesionalni razvoj. Kroz platformu Europass-a korisnici mogu izraditi svoj profil, jednostavno pretraživati različite mogućnosti za učenje ili zapošljavanje diljem Europe, primati individualne prijedloge obrazovnih programa ili poslova koji odgovaraju njihovom profilu i interesima, izrađivati, uređivati i pohranjivati životopise, motivacijska pisma i prijave za posao, pohranjivati digitalne vjerodajnice, dijeliti svoj profil s poslodavcima, obrazovnim ustanovama ili karijernim savjetnicima, te koristiti brojne druge usluge. Od navedenih mogućnosti korištenja platforme Europass-a posebno se ističu Europske digitalne vjerodajnice za učenje (Europass Digital Credentials for learning, EDC), odnosno digitalne datoteke koje pojedincima dodjeljuje odgovarajuće obrazovne ustanova, primjerice sveučilišta, kako bi se potvrdio i pružio dokaz o postignutim ishodima učenja. Europske digitalne vjerodajnice za učenje mogu se koristiti za postignuća kroz sve oblike učenja, formalna, neformalna i informalna. Digitalne vjerodajnice imaju jednaku pravnu vrijednost kao potvrde, diplome i druge vjerodajnice u papirnatom obliku, a visokoškolskim ustanovama omogućuju besplatno i sigurno izdavanje. Platforma Europass-a omogućuje sigurnu pohranu i dijeljenje digitalnih vjerodajnica. Besplatnim i sigurnim sustavom Europskih digitalnih vjerodajnica za učenje upravlja Europska komisija. Ideja o uključivanju Sveučilišta u Splitu u procese razvoja i provedbe platforme za Europske digitalne vjerodajnice za učenje javila se u vrijeme jasnog interesa rektora, prof. dr. sc. Dragana Ljutića, i njegovih suradnika za jačanje internacionalizacije, relevantnosti i kvalitete studijskih programa i znanstvenih istraživanja. U suradnji s partnerskim sveučilištima Europskog sveučilišta mora (European University of the Seas, SEA-EU), razvijene su projektne aktivnosti za testiranje i provedbu za neformalna i informalna učenja, kao i za dodjelu diploma stečenih kroz sveučilišne preddiplomske, diplomske i poslijediplomske studije. Kroz aktivnosti Europskog sveučilišta mora, Europske digitalne vjerodajnice za učenje povezuju se s drugim europskim inicijativama u visokom obrazovanju, kao što su osiguravanje kvalitete i automatsko priznavanje visokoškolskih kvalifikacija i dijela studiranja. Prednosti Europskih digitalnih vjerodajnica za učenje proizlaze iz brzog i pouzdanog izdavanja diploma i drugih vjerodajnica, njihovog pregleda, pohrane i dijeljenja s poslodavcima i drugim pojedincima i institucijama. Glavna prednost za sva sveučilišta, pa tako i za Sveučilište u Splitu, povezana je s potencijalnim povezivanjem s mjerljivim pokazateljima provedbe osiguravanja kvalitete u Europskom prostoru visokog obrazovanja, tj. povezivanjem s Bazom podataka rezultata vanjskog osiguravanja kvalitete (DEQAR). Visokoškolskim ustanovama, posebno sveučilištima u okviru Europskih sveučilišta mora, Europske digitalne vjerodajnice za učenje donose niz prednosti koje se mogu koristiti za olakšavanje mobilnosti studenata, izgradnji fleksibilnijeg učenja usmjerenog na studente, poticanju cjeloživotnog učenja, stvaranju snažnijih veza s poduzetnicima i izgradnji boljih veza između obrazovanja, istraživanja i inovacija. Tijekom 2021. godine, Sveučilište u Splitu uspješno je dodijelilo nekoliko stotina pojedinačnih Europskih digitalnih vjerodajnica za sudjelovanja u nekoliko neformalnih i informalnih aktivnosti, čime je postalo prvo visokoškolsko učilište koje je uspješno koristilo platformu Europass-a za dodjelu Europskih digitalnih vjerodajnica za učenje. ; The new Europass platform (https://europa.eu/europass/en) is available as a free online tool from July 2020 for documenting learning outcomes, planning and career preparation in Europe, and serves to support the citizens of the European Union in managing their professional development. Through the Europass platform, users can create their own profile, easily search for different learning or employment opportunities across Europe, receive proposals for educational programmes or jobs that match their profile and interests, create, edit, and store CVs, cover letters and job applications, store digital credentials, share their profile with employers, educational institutions, or career counsellors, and use many other services. Among the mentioned possibilities of using the Europass platform, European digital learning credentials stand out (Europass Digital Credentials for learning, EDC), i.e., digital files assigned to individuals by appropriate educational institutions, such as universities, to validate and provide evidence of learning outcomes. Europass digital learning credentials can be used for achievements in all forms of learning, formal, non-formal and informal. Digital credentials have the same legal value as certificates, diplomas and other credentials in paper form, and allow higher education institutions to issue them free and securely. The Europass platform enables secure storage and sharing of digital credentials. The free and secure Europass Digital Learning Credentials system is managed by the European Commission. The idea of involving the University of Split in the processes of development and implementation of the platform for Europass digital learning credentials arose at a time of a strong interest of the Rector, prof. Dragan Ljutić, PhD, and his associates in strengthening the internationalization, relevance and quality of study programmes and scientific research. In collaboration with the partner universities of the European University of the Sea (European University of the Seas, SEA-EU) the project activities for testing and implementation for non-formal and informal learning have been developed, as well as for the award of diplomas obtained in university undergraduate, graduate, and postgraduate study programmes. Through the activities of the European University of the Sea, European digital learning credentials are linked to other European initiatives in higher education, such as quality assurance and automatic recognition of higher education qualifications and periods of study. The benefits of European digital learning credentials stem from the rapid and reliable issuing diplomas and other credentials, their review, storage and sharing with employers and other individuals and institutions. The main advantage for all universities, including the University of Split, is related to the potential association with measurable indicators of quality assurance implementation in the European Higher Education Area, i.e., connection with the External Quality Assurance Results Database (DEQAR). For higher education institutions, especially the European Maritime Universities, the Europass Digital Credentials for Learning bring many benefits that can be used to facilitate student mobility, build more flexible student-centred learning, foster lifelong learning, build stronger links with entrepreneurs, and build better links between education, research, and innovation. During 2021 the University of Split successfully issued several hundred Europass Digital Credentials to participants in several informal and informal activities, making it the first higher education institution to successfully use the Europass platform to issue Europass Digital Credentials for Learning.

The paper discusses the results of a survey addressed to evaluate the impact of cooperative learning trainings delivered by CeSeDi (Centre of Didactic Services) across ten years. The case study of CeSeDi presents a purpose of public inservice training into Turin District. Specifically we present a) the role of individual and organizational factors in the process of training transfer; b) the impacts of a group of teachers acting as coaches to implement professional learning community with cooperative learning methods in different schools; c) the role of networks of schools to improve quality of teaching and learning. We tried to connect the results with capability approach theory, applied on the developmentof a community of teachers in the "agency" element. This point of view considers the school as a learning community context in which it is necessary to modify the meaning of organization to create new conditions for improving equity, democracy and learning. ; Questo paper tratta dei risultati di una ricerca orientata alla valutazione dell'impatto dell'apprendimento cooperativo [cooperative learning] amministrato dal CeSeDi (Centro dei Servizi Didattici) nell'arco di dieci anni. Lo studio del casodel CeSeDi presenta un'iniziativa di formazione in servizio nella provincia di Torino. In particolare, sono esaminati: (a) il ruolo dei fattori individuali e organizzativi nel processo di transfer formativo; (b) l'impatto di un gruppo di insegnanti nel ruolo di allenatori per l'implementazione di metodi di apprendimento cooperativo nella comunità professionale di diverse scuole; (c) il ruolo dellereti di scuole nel migliorare la qualità dell'insegnamento e dell'apprendimento.Nel presente lavoro, i risultati della ricerca sono posti in relazione con la teoria del capability approach, applicato allo sviluppo di una comunità di insegnanti immersi nell'elemento dell'agency. Questa prospettiva considera la scuola come un contesto di comunità d'apprendimento nella quale è necessario modificare il significato ...

From many years the construct of competence entered in the italian school as an educational target to achieve and around which rethink the teaching/learning paths.1 It is a complicated challenge that required and requires to the teachers of the schools of all levels a considerable commitement in terms of restructuring of consolidated practice in education and revision of the way of working inthe classroom. The paper proposes a reflection on the teacher's professional figure with particular reference to the methodological skills to be acquired in relation to this important paradigmatic change and to the importance of in service training for the improvement of those skills. In the firstpart we focus on the analysis of the teacher's professional figure and about the set of knowledge and skills that qualify him as such, with particular reference to the methodological skills required to meet the challenge of competence. In the second part we describe what is the challenge of competence and how this challenge is transposed by the legislature in the text of the National Guidelinesfor the curriculum in kindergarten and in the first cycle of education (September 2012). In the third part we describe an experience of in-service training for teachers of kindergarten and primary school which took place in the Comprehensive Institute of San Marzano sul Sarno with the aim toimprove the expertise in the didactic planning. In closing it tell about some products of this experience that have been developed by working groups during lab training hours. ; Nella scuola italiana da anni ha fatto irruzione il costrutto di competenza come traguardo formativo da raggiungere e intorno al quale ripensare i percorsi di insegnamento/apprendimento. Si tratta di una sfida complessa che ha richiesto e richiede agli insegnati delle scuole di ogni ordine e grado unimpegno notevole in termini di ristrutturazione delle prassi didattiche consolidate e di revisione del modo di lavorare in classe. Il contributo propone una riflessione sulla figura ...

The Chilean Government has been taking legal action since 2010 by the law of 20.422 that establishes the Norms about Equal Opportunities and Inclusion for Disabled Persons. Despite above mentioned anti-discriminatory legislation framework and progress, several factor hamper the inclusion at university. Democratization of HE has helped to ensure a growing trend of increasing enrollment of students with disability in Chile, though it is still not significant enough in terms of potential numbers. Starting from this scenario, the paper aims to provide an overview of the principal steps carried out during the MUSE Project in Latin American in order to highlight the progresses and the challenges of a process in act which has the objective of improve access, ensure retention conditions and develop rich learning opportunities for HEIs' Disabled Students.

This paper proposes the impact of Covid-19 on the world and in particular on the school together with the measures put in place to overcome the storm that has engulfed scholastic population. In accordance with a new vision of the school and the welfare state that must be redefined in order to adequately carry out their role, combining the welfare aspect with the promotional one, transversal teaching Civic Education, as a new paradigm, can give to the community in terms of the development of resilience, skills and change in behavior with a view to solidarity, cooperation and responsibility. In its evolution over time, the transversal teaching of Civic Education is analyzed within the framework of the current school, between strengths and problems, as a potential tool for reflection inside and outside the school context, in the context of ongoing critical issues. Starting from these reflections, the last section identifies Philosophy for Children, Service Learning, Debate as a pedagogical-didactic approaches that can promote civic action and civic / democratic values in school and extra-school educational contexts. ; Nel contributo si presenta l'impatto del Covid-19 sul mondo e, in particolare, sulla scuola unitamente alle misure messe in atto per affrontare una situazione che ha travolto la popolazione scolastica. In accordo con una visione nuova della scuola e dello Stato sociale che devono ridefinirsi per poter svolgere adeguatamente il proprio ruolo, coniugando il volto assistenziale con quello promozionale, viene presentato il contributo che l'insegnamento trasversale dell'Educazione Civica, in quanto nuovo paradigma, può dare alla comunità in termini di sviluppo di resilienza, di competenze e di cambiamento nei comportamenti in un'ottica solidare, cooperativa e responsabile. Nella sua evoluzione nel tempo, l'insegnamento dell'Educazione Civica viene analizzato nell'ambito della cornice della scuola attuale, tra punti di forza e problematicità, come potenziale strumento di riflessione dentro e fuori il ...