The teaching of civic education (made compulsory by Law no. 92 of 2019), the development of key competences for lifelong learning, those relating to sustainability, global citizenship, digital citizenship and cultural ownership of secondary school students – not as school subjects but by developing proposals through the dialogue between disciplines and the constant transfer between theoretical and practical aspects of experiential learning – found in PCTOs (Pathways for Transversal Skills and Orientation, Law no.145 of 2018) an important implementation tool. The specific contribution of the school/work relationship to the development of transversal transformative skills was the subject of the task compiled by Luisa Aiello in the NOP project “Innovative models of school-work alternation”.

objectives

Implementing didactic and curricular innovation in some pilot schools of the second cycle, also supported with dissemination and teachers’ professional development practices, in relation to global megatrends that require us to rethink our knowledge (in particular Anthropocene and Digitization), inspired by the epistemology of complexity. Characterizing elements: teaching based on the relationship between disciplines; interaction between school/context with PCTOs and digital world; interaction between didactic mediators and between theoretical and practical components; remodeling of the key dimensions of subjectivity – such as autonomy, responsibility, originality, individuality – in education to support pupils’ agency based on the rethinking of humanism as a distributed, relational and more than human practice.

Research questions

Q1: What is the role of imagery in ecological and digital transitions, that is, to which models of responsibility, autonomy, originality, individuality – therefore of subjectivity – should the school educate, with interactions hybridized by technological partners and against the background of global challenges?

Q2: What specific contribution can PCTOs make – in synergy with the basic curriculum of the second cycle schools relating the development of transversal skills – to the construction of the imagery components of pupils’ subjectivity?

Q3: Did the didactic and curricular innovation carried out – supported by specific resources for the professional development of teachers – develop the abilities of the beneficiaries? Is it useful and sustainable for stakeholders? Does it improve students’ transformative skills and their approach to complexity?

Recipients

Second cycle schools (mainly students and teachers) and any stakeholders.