Educational Sciences -General Info

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
TWO SUBJECT OF YOUR CHOICE FROM MULTILINGUAL EDUCATION - ENGLISH LANGUAGE AND TRANSLATION - EXPRESSIVE ARTS IN EDUCATION FOR A TOTAL OF 14 CFU	-	-	-	-
MULTILINGUALISM EDUCATION	First Semester	8	FRAN-01/B		Learning objectives A) Knowledge and understanding Demonstrate knowledge and understanding of the materials and approaches that have been developed and produced in the field of plurilingual education. Know how to interpret documents related to plurilingualism produced by the Council of Europe and other international organizations (e.g., UNHCR). B) Applying knowledge and understanding Be able to apply acquired knowledge competently and reflectively; possess adequate skills both to develop and sustain arguments and to solve problems and apply techniques and methods in the field of plurilingual and multicultural education. Ability to develop original projects to promote plurilingualism and multiculturalism. C) Making judgments Collect and interpret data useful for making independent judgments, including reflection on related social, scientific, or ethical issues through research in addition to those proposed during the course. D) Communication skills Ability to communicate information, ideas, problems, and solutions to specialists and non-specialists on issues related to plurilingual and multicultural education and the topic of social inclusion. E) Learning skills Develop the necessary strategies to undertake further training and to carry out actions aimed at promoting plurilingualism with a high degree of autonomy.
EXPRESSIVE ARTS FOR EDUCATION	First Semester	6	PEMM-01/B		Learning objectives At the end of the course, students will be able to: 1. Recognize the invisible as a structural dimension of reality, understanding how emotions, fears, languages, and narratives influence the perception of the world. 2. Analyze fear in its various forms (internal, communicated, gestural, collective) as an archetype and as an invisible driver of behaviors, choices, and communication processes. 3. Understand the mechanisms of the invisible in the media, distinguishing between news, storytelling, opinion, and truth, and recognizing the role of the collective imagination, opinion groups, social media, and digital technologies. 4. Develop a critical awareness of language, understood not only as an informative tool but as a device that constructs reality, identity, and worldviews. 5. Use the expressive arts and storytelling as educational tools, capable of making visible what usually remains implicit, through writing, observation, performance and workshop practices. 6. Read urban space as text, recognizing the invisible in places, cities and social contexts, and developing an emotional and perceptive map of lived space. 7. Encourage independent thinking and interpretative responsibility, stimulating students to question their own perceptions, automatic responses, and dominant narratives. Cross-curricular educational objective The course also aims to train students to embrace complexity, avoiding simplifications, polarizations, and superficial interpretations of reality. The invisible thus becomes not an absence, but a space for research, awareness, and formative transformation.
ONE SUBJECT OF YOUR CHOICE FROM: VISUAL ARTS FOR EDUCATION, LITERATURE AND PEDAGOGICAL THOUGHT IN THE GREEK WORLD, SOCIOLOGY OF DEVIANCE	-	-	-	-
LITERATURE AND PEDAGOGICAL THOUGHT IN THE GREEK WORLD	First Semester	9	HELL-01/B		Learning objectives This course aims to give a basic understanding of authors and genres, themes and issues in Greek Literature throughout its development from the Archaic to the Hellenistic periods, as an essential vehicle for paideia, the educational process that was designed in Greece to shape the ideal citizen through various forms of culture and constant critical debate. The lessons will start with the reading and direct analysis of programmatic texts. In the final part of the course, a monographic study will be devoted to the theme of confrontation with the other, from the supplicant to the exiled, from the stranger to the enemy. Expected learning outcomes 1. Knowledge and understanding of historical, literary and critical-methodological issues relating to literature and pedagogical thought in the Greek world. 2. Ability to read and interpret the analysed texts using appropriate language. 3. Ability to develop a critical judgement of the topics covered in the course and the analysed texts. 4. Progressive acquisition of appropriate language and technical-scientific vocabulary. 5. Ability to independently address and analyse topics and texts from Greek literary production.
SOCIOLOGY OF DEVIANCE	First Semester	9	GSPS-07/B
119806 - PSICOLOGIA GENERALE	First Semester	9	PSIC-01/A		Learning objectives By the study of General Psychology the student will be able to achieve the following training objectives. Knowledge and understanding: Understand the epistemological basis of General Psychology; Understand the main theoretical approaches and methods for the study of cognitive and affective systems; Understand the research methodology of General Psychology; Applying knowledge and understanding: Apply knowledge on typical cognitive functioning in educational settings; Use research methodology and ethics knowledge to design, implement and discuss research data in educational settings; Making judgements: -Develop a critical thinking and make comparisons between the different approaches for educational scopes; -Conceptualize theoretical approaches on cognition according to the modern perspective of neuropsychology and cognitive neuroscience; Communication skills: Read and understand a scientific article; Disseminate research data to expert (colleagues, professionals, clinicians) and non-expert (e.g., parents) audiences; Learning skills: Apply research methods to foster problem solving in educational contexts (e.g., bibliographic search skills, hypothesis formulation and testing, data analysis, etc.) Promote the use of scientific research in educational settings;
121714 - THEORY AND METHODS OF PHYSICAL ACTIVITY IN CHILDHOOD	First Semester	8	MEDF-01/A		Learning objectives The course aims to provide fundamental knowledge of the specific terminology of gymnastic movements, basic functional anatomy, and basic motor and postural patterns (BPM and BSP). The primary objective is to develop the ability to analyze and apply teaching principles (multilaterality and versatility) and to structure a physical activity lesson effectively and thoughtfully, considering the learning and developmental stages of childhood. 1. Knowledge and understanding: • Know and master the specific terminology of movement and functional anatomy (axes, planes, joint movements). • Understand the nature and importance of Basic Motor and Postural Patterns (BPM and BSP) as the fundamental units of voluntary movement. •⁠ ⁠Describe the phases of motor learning (rough, fine, and advanced coordination) and the principles that govern them (versatility and multilaterality). 2.⁠ ⁠Applying knowledge and understanding: •⁠ ⁠Be able to structure and design a motor skills lesson for groups, correctly distinguishing and organizing the initial, middle, and final parts. •⁠ ⁠Apply the principles of versatility and multilaterality in the selection and variation of exercises and teaching tools (games, routes, circuits) to stimulate a broad repertoire of motor patterns. •⁠ ⁠Be able to provide appropriate feedback (verbal and visual) to facilitate the assimilation and acquisition of new motor skills. 3.⁠ ⁠Making judgments: •⁠ ⁠Develop the ability to evaluate the level of motor learning achieved by the group, identifying errors to make appropriate corrections to the program or method. •⁠ ⁠Demonstrate independent judgment in implementing "motor transfer," or the ability to rework previous motor experiences to solve new or partially different tasks. 4.⁠ ⁠Communication skills: •⁠ ⁠Develop the ability to effectively use motor language and technical terminology, both with colleagues and students. •⁠ ⁠Be able to encourage a moment of verbalization at the end of the lesson to allow children to express and summarize the motor experience (what they have felt, experienced, and learned). 5. Learning skills: •⁠ ⁠Acquire the methodology to develop and improve one's motor skills in a conscious and controlled manner. •⁠ ⁠Promote physical activity as a long-term healthy habit, recognizing its physical, cognitive, and psychological benefits in childhood.
121755 - DIGITAL SKILLS	First Semester	4	IINF-05/A
TWO SUBJECT OF YOUR CHOICE FROM MULTILINGUAL EDUCATION - ENGLISH LANGUAGE AND TRANSLATION - EXPRESSIVE ARTS IN EDUCATION FOR A TOTAL OF 14 CFU	-	-	-	-
ENGLISH LANGUAGE AND TRANSLATION	First Semester	8	ANGL-01/C		Learning objectives The course offers an in-depth exploration of communicative skills in English, integrated with an introduction to the main methods and approaches used for teaching English in educational settings. Starting from an initial B1 level, students will develop oral, lexical, and pragmatic abilities relevant to future professional contexts within the L-19 field, with particular attention to inclusive and multimodal teaching practices. The first part of the course focuses on the foundations of English language teaching methodology, with an emphasis on orality, phonological development, communicative routines, activity design, and scaffolding techniques for young and plurilingual learners. The second part explores the role of nursery rhymes as a teaching tool to enhance pronunciation, prosody, rhythm, vocabulary, and intercultural competence, drawing on oral tradition and play-based learning. Through practical activities, micro-teaching, and the analysis of authentic materials, students will acquire the skills needed to design simple English-language teaching pathways and to integrate orality and nursery rhymes into a multimodal and inclusive educational context. The course aims to consolidate students’ communicative competence up to the B1+ level and to introduce the fundamental principles of English language teaching in educational contexts. Particular attention is devoted to orality, phonology, multimodal communication, and the use of nursery rhymes as linguistic, cultural, and pedagogical resources. Students will develop skills useful for understanding, designing, and delivering simple English-language activities in inclusive educational settings. In terms of the Dublin Descriptors:1. Knowledge and understanding: Knowledge of the English language at the B1+ level. Understanding of the basic principles of English phonology and of key methods for teaching English in educational contexts. 2. Applying knowledge and understanding:Ability to use and analyse authentic materials (nursery rhymes, picturebooks, routines) for educational purposes. Ability to understand and follow instructions, activities, and explanations in English. 3. Making judgements: Ability to select strategies, activities, and materials appropriate to the needs of different groups of learners. Ability to evaluate the effectiveness of didactic choices in relation to educational goals. 4. Communication skills: Oral and written production in English at the B1+ level. Ability to interact in English during collaborative activities, teaching simulations, and educational contexts. 5. Learning skills: Development of metacognitive and digital skills to support continuous language learning. Ability to independently design simple multimodal teaching activities.
121106 - GENERAL PEDAGOGY	Second Semester	8	PAED-01/A		Learning objectives The course aims to clarify some concepts for students that allow them to think about educational problems in a pedagogical form. Knowledge and understanding At the end of the course, the student will be required to: know and understand the fundamental concepts of General Pedagogy provided by the course describe the models of the educational relationship and the relational dynamics between the educator and the subjects in training. Applying knowledge and understanding At the end of the course, the student must have acquired the ability to: understand the theoretical and methodological approaches of pedagogy contextualize and interpret the dynamics of managing the educational relationship, based on the different ages of the subjects in training and the different educational contexts. conceive of the school in a possible relationship with political systems. Making judgements At the end of the course, the student must have acquired the ability to: express and motivate their own pedagogical choices regarding phenomena and actions in the educational field, based on scientifically founded criteria. identify the pedagogical strategies most suitable for resolving specific educational problems in relation to the school and extra-curricular contexts where the intervention takes place. Communication skills At the end of the course, the student must have acquired the ability to: use and express the themes and problems characteristic of general pedagogy with the specific disciplinary language master the contents of pedagogical logic to explain and describe actions and interventions in the educational field. Learning skills At the end of the course, the student will have acquired the ability to: broaden their interpretive perspectives regarding educational situations and interventions, highlighting their strengths and potential critical issues constructively develop pedagogical reflection towards further disciplinary and interdisciplinary study.
ONE SUBJECT OF YOUR CHOICE FROM: VISUAL ARTS FOR EDUCATION, LITERATURE AND PEDAGOGICAL THOUGHT IN THE GREEK WORLD, SOCIOLOGY OF DEVIANCE	-	-	-	-
VISUAL ARTS FOR EDUCATION	First Semester	9	ARTE-01/A		Learning objectives The course aims to provide adequate basic knowledge of medieval art, through an accurate overview ranging from Late Antique to the 14th century (4th-14th centuries), but with an open gaze to the entire European continent. The medieval artwork will be analyzed in its formal, iconographic, iconological and technical- material components through the specific language of the subject. The relationships between artists, patrons and production centers will be traced, whenever possible. Particular insights will be reserved for the theme of Viterbo, a city on the Via Francigena of great importance in the central centuries of the Middle Ages. Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts. Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understanding of the subject. Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies. Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general. Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon.
121704 - HISTORY OF EDUCATION AND CHILDREN'S LITERATURE	Second Semester	12	PAED-01/B		Learning objectives The "History of Pedagogy" course aims to analyze the historical evolution of pedagogical theories and specific educational practices that have established themselves in the West, from ancient Greece to the 21st century. 1) Knowledge and Understanding: Knowledge of the main theoretical and practical aspects of the history of Western pedagogy and education; understanding of the linguistic, epistemological, and methodological dimensions of the discipline. 2) Applying Knowledge and Understanding: Effective and critical use of terminology and research methodology specific to the history of pedagogy and education. (The effective and critical application of terminology and research methodology specific to the history of pedagogy and education). 3) Making judgments: The ability to independently judge current issues in light of historical knowledge of the past. (The ability to judge current events independently through the lens of historical understanding.) 4) Communication skills: The ability to clearly and concisely convey and share ideas and concepts relating to the history of pedagogy and education. (The ability to clearly and concisely convey and share ideas and concepts relating to the history of pedagogy and education.) 5) Learning skills: The ability to critically learn new theories and new cultural and social contexts of pedagogy and education. (The ability to critically learn new theories and new cultural and social contexts of pedagogy and education.)
121708 - GENERAL AND INCLUSIVE EDUCATION	Second Semester	5	PAED-02/A		Learning objectives Knowledge and Understanding By the end of the course, students should be familiar with: • the epistemological and historical foundations of didactics in the Western world; • the characteristics of the main instructional architectures and the functioning of the different associated teaching strategies; • the main biographical elements and pedagogical thought of Maria Montessori, with particular reference to its application to the 0–3 age group; • the principles and some examples of activities of CEMEA active education, focused on direct experience and on the construction of democratic learning communities; • the phases of instructional design, applicable to different fields (out-of-school education, intercultural education, adult education, etc.); • the historical and regulatory development of inclusion in Italy. Applying Knowledge and Understanding By the end of the course, students should have acquired the ability to: • design educational plans in different areas of early childhood education services and socio-educational services; • apply differentiated teaching strategies in various contexts, also drawing on the body of materials and activities from Montessori pedagogy and CEMEA active education, with particular attention to the inclusion of individuals with special educational needs. Making Judgements By the end of the course, students should have developed the ability to: • critically navigate among possible teaching strategies in relation to different contexts; • reflect on their own ethical and educational responsibility, making decisions that respond to the needs of inclusion and the prevention of disadvantage. Communication Skills By the end of the course, students should have developed the ability to: • use specific disciplinary terminology with confidence to justify methodological choices in differentiated contexts where instructional design is required; • use the language of didactics for the design, documentation, and evaluation of educational and instructional processes, ensuring clear reporting of methodological choices and achieved outcomes. Learning Skills By the end of the course, students should have developed the ability to: • independently and critically consult scientific literature and sector-specific sources in order to design educational plans in differentiated contexts; • demonstrate openness to continuous professional development and to the experimentation of new teaching strategies, techniques, and technologies applied to education.

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
119811 - PEDAGOGIA INTERCULTURALE	First Semester	9	PAED-01/A		Learning objectives The intercultural perspective is fundamental for the training of pedagogically oriented professions in the analysis, monitoring, design and effective intervention in services, social work educational contexts and schools. On completion of the teaching, the student should acquire - knowledge and understanding of the theoretical foundations and pedagogical practices supporting intercultural analysis and design about different ages and multicultural education/education and/or literacy/socialisation contexts. The student will be able to apply the acquired knowledge and comprehension skills to - analyse, interpret, compare and synthesise the themes, problems and perspectives of pedagogy in intercultural perspective, the ends and means, the systems of hypotheses and the organisational frameworks of interventions as well as trace the operational/procedural models and strategies back to their theoretical and value, epistemological and methodological dimensions - to argue and rethink the recursiveness between pedagogical and didactic theory and practice in an intercultural perspective, systems of hypotheses and organisational frameworks of education and education interventions from the perspective of lifelong learning and the integrated training system and/or service network. The student will be able to effectively communicate concepts and models (also through the appropriation of a sector language through the study of the bibliography, lectures and meetings with privileged witnesses) functional to knowledge and understanding, to intervention in agencies, contexts and with subjects in education, as well as with parental and professional actors with whom they will come into contact through the apprenticeship and future occupations. - Communication skills will be functional to the educational relationship, to the educational alliance with families and synergy with the realities of the territory, to knowing how to work in teams and in interdisciplinary and multi-professional teams. Expected results The student will be able to know, understand, apply, evaluate, communicate and learn in the following areas: 1) Knowledge and comprehension skills: - Recognising and describing the relationships between causes and typologies related to migration paths and processes; 2) Applied knowledge and comprehension skills: - to understand and interpret the main problems, conceptual cores, systems of hypotheses and methodological choices that characterise interculture as an object of reflection and intervention of pedagogy (including repercussions in the macrosystem, intermediate systems and microsystem), with particular reference to: multiculture, interculture and transculture; social factors: separatism/ghettoisation, assimilationism/homologisation/deculturation, inclusion and inte(g)ration; cultural factors: myths/myths, routines/new pragmatic patterns and reciprocity between processes and practices of enculturation and acculturation in multicultural society; psychological factors (cognitive: weight of social representations; affective: fracture/separation of times and spaces, rules and relationships); migration trauma and double absence 3) Autonomy of judgement: - Analysing, detecting and deconstructing elements related to: culture, belonging to cultures and identity construction; multi-belonging and pluridentity; colonisation, construction of categories of race, gender and class in colonial settings; migrant cultures and education/education contexts, CPIA Provincial Centres of Adult Education 4) Communication skills: - Designing, monitoring and verifying elements for the development of a training project characterised by inter-trans-cultural thinking, capable of expanding its deconstructive, systemic, anti-racist value on the level of education, instruction and training; teaching strategies for Italian L2, also for illiterates 5) Capacity to learn: - Derive from the previous constructs and structure in design and critical-reflexive terms original processes of analysis and intervention on targets (ages of life) and contexts (school and out-of-school), with particular reference to: migration and identity/double absence and double lie; right of displacement and non-refoulement; pedagogical decolonisation; racialisation, sexualisation, militant delirium; intersectionality; Engaged Pedagogy; Social Justice in Education; Unaccompanied Foreign Minors; migrant women: dual vulnerability and project; family as observatory and project of migration; schooling/literacy and reception/educational work; language and work as instruments of inclusion and inte(g)raction; integrated education system and service network.
NEW GROUP	-	-	-	-
GENERAL SOCIOLOGY	Second Semester	6	GSPS-05/A		Learning objectives The course analyzes concepts and theories used by sociology to understand and explain the processes of social life starting from the first processes of industrialization and modernization up to those of current globalization. Expected learning outcomes: - Knowledge and understanding: students will be able to learn the fundamental concepts and theories used by sociology to analyze the processes of economic-social life. - Applying knowledge and understanding: students will be able to apply the basic methodologies of social research. - Making judgements: students will be able to independently analyze the economic and social phenomena of the reality around them. - Communication: students will have developed the ability to process and transfer the knowledge they have acquired. - Lifelong learning skills: students will have developed the ability to analyze the complex problems of the economic-social reality.
SOCIOLOGY OF EDUCATION	Second Semester	6	GSPS-06/A		Learning objectives Knowledge and understanding. At the end of the course, students will have demonstrated knowledge of the fundamental topics of the discipline, both regarding the general theory part and to the history of sociological thought. Following the final examination, they will also have shown that they possess the appropriate skills to recognize the theoretical frameworks to which the various scholars and schools of thought belong. Lastly, they will attain adequate knowledge of the survey and analysis tools of greatest reference in sociological research in the field of education. Applying knowledge and understanding. By the end of the course, students will be able to apply theoretical knowledge to methodological decisions, making it operational and usable in empirical research applied to the field of education. As a result of participating in the course, they will be able to use empirical data collection techniques Making judgements. Course participants will be able to identify interpretative models of social reality, distinguishing schools of thought and reference authors, about the field of education. They will be able to recognize detection and analysis techniques. Communication skills. At the end of the course, students will be able to speak fluently about the Sociology of Education, its fields of interest, theorists and basic concepts, also showing adequate knowledge in the use of terms referring to methods and applications. Learning skills. Students on the course will possess the necessary knowledge to continue with greater awareness in the course, also thanks to the acquisition of indispensable notions, which will enable them to more confidently tackle the subjects proposed in the syllabus.
NEW GROUP	-	-	-	-
PAEDIATRICS	Second Semester	6	MEDS-20/A		Learning objectives Learning objectives: Knowledge and understanding. The aim of the course is to provide the tools for the assessment of the health of the child in its developmental stages, from the neonatal period to the late adolescent phase, in educational contexts. To provide knowledge about the main pathologies in the pediatric field of interest to the childhood educator with particular reference to infectious diseases, modes of contagion, and prevention. The main knowledge on acute and chronic pathologies in pediatric age, and on emergencies/urgencies in an out-of-hospital environment will be provided. Applied knowledge and understanding. The aim of the course is to provide the student with knowledge and skills to identify early signs and symptoms of acute and chronic pathology in children. In addition, a further educational objective is to provide the student with the knowledge to manage the main pediatric emergencies/urgencies in an out-of-hospital environment (epileptic seizure, asthma attacks, allergic reaction, hypoglycemia). Making judgement. At the end of the course, the student must have acquired knowledge about the main pediatric pathologies, pubertal growth and development, early identification of signs and symptoms for correct reporting and management in educational contexts. Communication skill. In addition, the student must have acquired the ability to know how to manage a pediatric emergency/urgency in an out-of-hospital setting or in community educational contexts, to be able to identify early signs and symptoms of pediatric pathology for correct referral. Learning skills. Finally, the student must have acquired the ability to promote an effective integration between educational, social, cultural and pediatric-health services.
119998 - PEDAGOGICAL LABORATORY	-	6	-	-	Learning objectives The laboratory aims to provide participants with theoretical and practical tools inexperimental pedagogy, with a specific focus on the criteria for designing and evaluating educational interventions, the primary tools for observation and documentation, and the applications of experimental approaches and action-research within educational contexts. The goal is to train a reflective educator: a professional capable of guiding educational design through an evidence-based approach and managing evaluation processes in a critical and rigorous manner. Learning objectives From analysis to research by the end of the workshop, the student will be able to: - identify an educational problem in a real-world context and translate it into a research hypothesis - move from general observation to the formulation of specific questions, narrowing the scope of investigation to ensure the intervention is verifiable - select the most effective type of investigation (observational, action-research, or experimental) based on the objective. Observation methodology by the end of the workshop, the student will be able to: - use structured observation tools (grids, checklists, logbooks) for systematic data collection - document educational processes methodically, distinguishing between subjective impressions and objective data. Design and evaluation by the end of the workshop, the student will be able to: - conduct a context and educational needs analysis, identifying local resources and constraints - translate the needs analysis into specific educational objectives and a coherent action plan. Inclusion and diversity by the end of the workshop, the student will be able to: - adapt observation and evaluation tools for Special Educational Needs (SEN) and disabilities - apply educational strategies within an inclusive framework - monitor the effectiveness of educational interventions in relation to ‘individual specificities and the enhancement of autonomy. Communication and data feedback by the end of the workshop, the student will be able to: - process and communicate evaluation results in a clear, ethical (privacy and informed consent), and professional manner - write reports and conduct feedback meetings to share the outcomes of the process with families, colleagues, and stakeholders.
INCLUSIVITY LAB	Second Semester	3	PAED-02/A		Learning objectives The workshop aims to provide students with the basic theoretical and practical pedagogical knowledge needed to design educational programs aimed at promoting and encouraging the inclusion of individuals with special needs in extracurricular educational services. Specifically, the expected learning objectives, structured according to the Dublin descriptors, are as follows. Knowledge and Understanding - Know and understand the contexts of the socio-pedagogical educator profession, in relation to the inclusion of individuals with special educational needs. Ability to apply knowledge and understanding Ability to apply and understand the theoretical and methodological contents of pedagogy and special education to promote and design inclusive educational contexts for each and every individual. Making independent judgments Ability to evaluate experiences of inclusive planning and select the most appropriate educational strategies for coordinating and implementing competent care and support interventions. Communication Skills - Ability to communicate and share, critically, pedagogical and educational choices within the work team, during cooperative learning and inclusive educational planning activities. Learning Skills - Ability to learn the different methods of teamwork during the phases of inclusive educational planning in relation to the hypercomplexity of life contexts. - Ability to understand the main actions of the socio-pedagogical educator in planning, promoting, and and promote inclusive educational action in micro and macro socio-cultural contexts
SPERIMENTAL LAB	Second Semester	3	PAED-02/B		Learning objectives The laboratory aims to provide participants with theoretical and practical tools inexperimental pedagogy, with a specific focus on the criteria for designing and evaluating educational interventions, the primary tools for observation and documentation, and the applications of experimental approaches and action-research within educational contexts. The goal is to train a reflective educator: a professional capable of guiding educational design through an evidence-based approach and managing evaluation processes in a critical and rigorous manner. Learning objectives From analysis to research by the end of the workshop, the student will be able to: - identify an educational problem in a real-world context and translate it into a research hypothesis - move from general observation to the formulation of specific questions, narrowing the scope of investigation to ensure the intervention is verifiable - select the most effective type of investigation (observational, action-research, or experimental) based on the objective. Observation methodology by the end of the workshop, the student will be able to: - use structured observation tools (grids, checklists, logbooks) for systematic data collection - document educational processes methodically, distinguishing between subjective impressions and objective data. Design and evaluation by the end of the workshop, the student will be able to: - conduct a context and educational needs analysis, identifying local resources and constraints - translate the needs analysis into specific educational objectives and a coherent action plan. Inclusion and diversity by the end of the workshop, the student will be able to: - adapt observation and evaluation tools for Special Educational Needs (SEN) and disabilities - apply educational strategies within an inclusive framework - monitor the effectiveness of educational interventions in relation to ‘individual specificities and the enhancement of autonomy. Communication and data feedback by the end of the workshop, the student will be able to: - process and communicate evaluation results in a clear, ethical (privacy and informed consent), and professional manner - write reports and conduct feedback meetings to share the outcomes of the process with families, colleagues, and stakeholders.
119814 - PSICOLOGIA DELLO SVILUPPO	Second Semester	8	PSIC-02/A		Learning objectives The course provides students with theoretical knowledge on human development in different domains (cognitive, social, emotional) and operational tools to apply that knowledge to the educational context. The course provides students with theoretical and applied knowledge on research methods used in developmental psychology. Risultati attesi in inglese The course of Developmental psychology aims at achieving the following objectives. Knowledge and understanding of: The main theoretical models on development processes. The cognitive, social, and emotional development in the life span. The psychological processes involved in the educational contexts. Applying knowledge and understanding: Ability to analyse educational situations according to the theoretical frameworks and involved psychological processes. Ability to recognize the level of cognitive, social, affective and emotional in the life span. Ability to analyse educational contexts according to the theoretical frameworks and involved psychological processes. Making judgements: Aptitude to find connections between psychological theories and educational situations. Aptitude for interpreting individual needs in psychological terms. Aptitude for self-evaluation of behaviors and skills as an education practitioner. Communication skills: Master the specific scientific language. Learning skills: Attitude to life-long learning on the psychological aspects involved in the educational practice. Ability to competently select future training paths.
NEW GROUP	-	-	-	-
PEDAGOGY OF INCLUSION	Second Semester	6	PAED-02/A		Learning objectives Knowledge and understanding By the end of the workshop, students should be familiar with:  the fundamental dynamics of inclusion processes aimed at holistic development and the definition of life projects;  effective expressive and communicative approaches for establishing productive educational relationships within inclusive processes;  the most common motivations underlying the choice of helping professions;  key qualities and tools of the inclusive educator. Applying knowledge and understanding By the end of the workshop, students should be able to:  identify effective strategies for designing educational interventions oriented toward holistic development and life projects;  engage in self-observation and analyze their own expressive and communicative styles in order to select and develop new, more effective ones for promoting inclusive educational processes;  recognize their own motivations and qualities that may contribute to establishing effective helping relationships in inclusive educational contexts;  experiment with cooperative strategies to build inclusive environments in socio-educational settings. Making judgements By the end of the workshop, students should have developed the ability to:  critically reflect on their own practice through the re-elaboration of personal experiences within helping and educational relationships;  assess the ethical responsibility inherent in the educational role and in responding to the vulnerability of others. Communication skills By the end of the workshop, students should be able to:  practice active listening and use non-verbal communication to foster a climate of trust and openness, including through effective conflict management in working groups;  interact effectively within working groups, valuing interdependence and circular dialogue. Learning skills By the end of the workshop, students should have developed an aptitude to:  actively participate in the co-construction of knowledge within a learning community;  transform workshop experiences into new insights that support their ongoing professional development.
119812 - PEDAGOGIA SPERIMENTALE	Second Semester	9	PAED-02/B		Learning objectives Through the study of experimental pedagogy, students will achieve the following learning objectives: In terms of knowledge and understanding, students will develop a robust understanding of experimental pedagogy's fundamental concepts, acquiring thorough knowledge of its historical and epistemological foundations, theoretical principles, and contemporary developments. Particular emphasis will be placed on understanding the theoretical and methodological foundations of empirical investigation in education, with specific attention to diverse research paradigms, sampling methodologies, data collection techniques, and principles of validity and reliability in educational research. In terms of applying knowledge and understanding, students will cultivate operational competencies in identifying and distinguishing between quantitative and qualitative research domains, comprehending their methodological distinctiveness, advantages, and limitations. They will demonstrate proficiency in precisely defining research problems, contextualising them within relevant scholarly literature, and identifying pertinent variables. Additionally, they will develop expertise in formulating relevant and empirically verifiable research hypotheses, whilst cultivating a rigorous methodological approach to research design and implementation. In terms of making judgements, students will enhance their capacity for critical and independent assessment based on rigorous interpretation of research findings. They will demonstrate competence in evaluating methodological rigour, identifying potential biases, and drawing evidence-based conclusions. Students will develop proficiency in critically comparing varied interpretations of results, whilst considering theoretical and practical implications within educational contexts. In terms of communication skills, students will acquire expertise in articulating research findings clearly and effectively to both specialist and non-specialist audiences, appropriately adjusting technical language and complexity according to the audience. They will develop proficiency in presenting complex data through appropriate graphical representations and constructing convincing, scientifically-grounded arguments. In terms of learning skills, students will develop autonomous research skills, demonstrating proficiency in studying and exploring educational research models and procedures. They will exhibit competence in accessing and critically evaluating bibliographic sources, maintaining awareness of methodological developments, and integrating new knowledge into their professional practice. This capability encompasses developing a metacognitive approach to learning, enabling students to monitor and regulate their acquisition of methodological competencies.
119837 - UN ESAME A SCELTA LIBERA PER UN TOTALE DI 12 CFU	Second Semester	12

SUBJECT	SEMESTER	CFU	SSD	LANGUAGE
120999 - EMERGENCY PEDAGOGY	First Semester	6	PAED-01/A		Learning objectives Knowledge and understanding By the end of the course, students will be able to: - define and identify the epistemological and methodological field of emergency pedagogy - be familiar with the conceptualizations of care proposed by philosophers who have reflected on this phenomenon, the essential qualities of care as a practice, the virtues that underlie acting with care, and the virtues of political action guided by the perspective of care Applying knowledge and understanding At the end of the course, students will have acquired the ability to: - interpret, read, understand, and define care, educational, and socialization needs within the different educational contexts of the person throughout their development - recognize and evaluate the quality of care processes characteristic of the field of emergency pedagogy at a social and cultural level Making judgments At the end of the course, students should have acquired the ability to: - adopt and evaluate strategies, methods, techniques, and operational tools for the enhancement of approaches to authentic care - critically examine the observation and analysis of some of the educational emergencies of contemporary society Communication skills - adopt a pedagogical lexicon based on educational thinking inspired by the Socratic concept of self-care as attention to the soul Learning skills (learning skills) At the end of the course, students will have acquired the ability to: - understand the relationship and profound implications between ethics and care, between care and justice, and between care and virtue - appreciate the significance of choosing pedagogical approaches that support the perspective of care as a way of being
119824 - DIRITTO PRIVATO	First Semester	8	GIUR-01/A		Learning objectives The course will provide the basic theoretical concepts related to private law. In particular, the course is aimed at acquiring useful tools for understanding the main private law institutes, such as subjects, assets, entities, subjective rights, the contract, as well as liability in contractual and non-contractual matters. More in the detail, the course aims at achieving the following objectives. Knowledge and understanding. Students will develop the ability to understand the mechanisms of the legal relationship in private law, in a context of rapid jurisprudential evolution, especially in light of the technological progress of communication tools. Applied knowledge and understanding. After having acquired the correct tools and methods provided by the course, students will be able to interpret and critically evaluate the problems posed by civil doctrine and jurisprudence, at a national and supranational level, taking into account the interaction between the legal systems. Making judgement. The student, through the use of the methodologies acquired during the course, will have acquired analysis skills and the ability to interpret main legal problems of a private nature. Communication skill. At the end of the course, students will improve their ability to communicate and present the results of their analyses, thanks to "problem solving" activities, also carried out through the presentation of practical cases on which to reflect. Learning skills: The technical-legal knowledge acquired during the course will allow students to autonomously understand and interpret complex legal problems. These skills will also be developed through exercises and presentations on concrete cases, taken from sentences of the Italian Corte di Cassazione. 1) Knowledge and understanding (knowledge and understanding); The Course aims at learning about digital information law, so as to provide the student with a framework on the relevant legal implications. 2) Applied knowledge and understanding (applying knowledge and understanding); The Course offers the tools that allow to verify and apply, ni concrete cases, the disciplines necessary to make digital activity compliance with the reference legal framework (e.g., correct application of GDPR) 3) Autonomy of judgment (making judgements); Once you have followed the Course and studied the subject matter, it is possible to achieve a strong ability to analyze judgment independently 4) Communication skills (communication skills); The Course makes it possible to know the meaning of new words, in a context of cultural and lexical growth, which is indispensable for the expansion of communication skills. 5) Ability to learn (learning skills).
121005 - FOR INTERNSHIPS AND APPRENTICESHIPS WITH COMPANIES, PUBLIC OR PRIVATE AGENCIES, PROFESSIONAL BODIES	First Semester	12
ONE SUBJECT TO CHOOSE FROM: GEOGRAPHY, LABOR AND DISCRIMINATION, MODERN HISTORY	-	-	-	-
EMPLOYMENT AND DISCRIMINATION		6	GIUR-04/A		Learning objectives The course aims to provide students with comprehensive training on the fundamental principles of anti- discrimination law in the context of work organization. At the end of the course, students will be required to demonstrate that they have: • Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient mastery of the regulatory sources (national and supranational) governing the subject. • Ability to apply knowledge and understanding: students must be able to rework the topics covered during the course in order to apply the knowledge acquired to identify possible solutions to problems arising from the rapid evolution of anti-discrimination law. • Independent judgment: students must be able to evaluate practical cases in order to integrate the knowledge acquired and formulate judgments. • Communication skills: students must be able to clearly explain the concepts they have learned and must be able to use the technical language of the subject correctly. • Learning skills: students must demonstrate that they have developed learning skills that enable them to keep up to date through the study of doctrinal and jurisprudential guidelines.
GEOGRAPHY		6	GEOG-01/A		Learning objectives Geography is the science that studies the processes of humanisation of planet Earth and critically examines the relationship between Culture and Nature. This interaction has a scientific as well as educational value and therefore the teaching aims to present the complexity of geographical knowledge, its epistemological objects and specific languages, with particular emphasis on cartography and GIS (Geographical Information System). specific languages, with particular emphasis on cartography and GIS (Geographical Information System). The basic educational objectives, therefore, are as follows to make students aware of the theoretical and methodological processes of the discipline provide them with keys to understanding the main geographical themes; The course aims to provide methodological critical acquisition of theoretical and methodological knowledge on the organization of geographical spaces and about the geographical paradigms, rethinking on the society-environment relationships 1) knowledge and understanding of the fundamentals of the geography 2) applying knowledge and understanding of geographic lexicon 3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse; 4) making judgements and critical reading of a geographical essay. 5) learning skills
MODERN HISTORY		6	HIST-02/A		Learning objectives The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights.
ONE SUBJECT OF YOUR CHOICE FROM: SOCIAL PROCESSES AND YOUTH TRANSFORMATION, STATISTICS, MORAL PHILOSOPHY, HISTORY OF POLITICAL INSTITUTIONS	-	-	-	-
HISTORY OF POLITICAL INSTITUTIONS		9	GSPS-03/B
121003 - OTHER USEFUL ACTIVITIES FOR JOB PLACEMENT	Second Semester	4
121004 - TRAINING AND ORIENTATION INTERNSHIPS	Second Semester	2
ONE SUBJECT OF YOUR CHOICE FROM: SOCIAL PROCESSES AND YOUTH TRANSFORMATION, STATISTICS, MORAL PHILOSOPHY, HISTORY OF POLITICAL INSTITUTIONS	-	-	-	-
SOCIAL PROCESSES AND YOUTH TRANSFORMATIONS		9	GSPS-05/A		Learning objectives The course aims to provide students with theoretical and analytical tools to understand the main social transformation processes affecting young people, with particular attention to emerging trends in youth behavior, forms of vulnerability, discomfort, and deviance, as well as educational and social responses developed in institutional and community contexts. By the end of the course, students will be able to: 1. Knowledge and understanding: understand the main theoretical approaches in the sociology of social processes and youth studies, analyzing the relationship between social change, youth conditions, risk behaviors, and processes of integration and exclusion. 2. Applying knowledge and understanding: apply sociological knowledge to the analysis of educational, school, and social contexts, interpreting dynamics that contribute to vulnerability, marginality, and deviant behaviors, in relation to family, cultural, and territorial settings. 3. Making judgments: develop the ability to critically analyze trends in youth behavior, distinguishing between structural phenomena and contingent situations, and assessing the impact of educational, social, and youth policies. 4. Communication skills: acquire the ability to use appropriate sociological language to describe and discuss youth transformations, clearly and coherently communicating analyses and reflections in educational and social contexts. 5. Learning skills: develop the ability to autonomously update knowledge on changing youth conditions and social trends, also in relation to future professional work in educational and socio-educational services.
STATISTICA		9	STAT-01/A		Learning objectives Training objectives to achieve learning outcomes. The course promotes the learning and use of appropriate statistical analysis methods for research in the educational field. In this context, the use of tools, including IT tools, suitable for both the collection of information and its evaluation is developed. The basic concepts of descriptive statistics are presented. The problems of synthesis (graphic and analytical) of statistical information concerning a single variable or pairs of variables detected in a population are addressed, distinguishing the approaches according to the qualitative or quantitative level of measurement. Expected learning outcomes With the study of STATISTICS the student will be able to achieve the following educational objectives - Knowledge and understanding - to define and identify the epistemological and methodological field of the discipline - to distinguish the various theoretical fields with reference to univariate and bivariate descriptive approaches - Applying knowledge and understanding - analyze empirical context by identifying the type of information to be collected; - formalize the data matrix and analyze it with the appropriate statistical methods. - Making judgements - linking statistical theory to school situations; - quantitatively evaluate pedagogical innovations. - Communication skills - evaluate quantitatively the educational processes; - report the results achieved. - Learning skills - exercise availability for scientific research in school settings; - access the statistical literature in education, identifying reliable sources.
MORAL PHILOSOPHY		9	PHIL-03/A		Learning objectives The teaching of Moral Philosophy aims to develop knowledge of key concepts, normative theories (such as utilitarianism, ethics of duty) and metaethics, training in the critical reading of philosophical texts and the use of specific vocabulary, to form a greater critical awareness of individual and social ethical problems and the reasons for human action, improving the skills of argumentation and dialogue. The educational objectives of the course are as follows. Knowledge and understanding. Students will develop the ability to understand the fundamental concepts, technical vocabulary, main currents (ethics of virtues, ethics of duty, utilitarianism, personalism, ethics of care) and the history of the discipline. Applied knowledge and understanding. After acquiring the correct tools and methods provided by the course, students will be able to interpret and critically evaluate the problems posed by current issues such as public ethics, environmental ethics, climate change and the debate on non-human agency. Autonomy of judgment. Thanks to the methodologies acquired during the course, students will develop skills of critical and autonomous reflection on moral principles and ethical judgments. Communication skills. At the end of the course, students will have improved their social interaction skills with a collaborative and communicative attitude. Ability to learn. The knowledge acquired during the course will enable students to tackle and understand complex philosophical texts and their specific languages and to use analytical tools suitable for scientific and philosophical research.
121112 - FINAL TEST	Second Semester	4
121754 - LABORATORY OF PSYCOLOGICAL OBSERVATION OF CHILD BEHAVIOR	Second Semester	4	PSIC-02/A		Learning objectives Acquire theoretical and practical knowledge of observation as a technique for assessing child behavior, with particular reference to its characteristics, the different types of observation, the conditions that ensure its validity and reliability, the various assessment techniques (narrative descriptions, coding systems and checklists, rating scales), and observation tools for communicative-linguistic and social-emotional development. Furthermore, building on this knowledge, develop the skills required to use observation of child behavior in educational contexts. Expected learning outcomes are consistent with the "Dublin Descriptors" indicated in the SUA Sheet (TABLES A.4.b.1 – A4.c). Through studying the course, the student will be able to achieve the following learning objectives. In terms of knowledge and understanding: - knowledge of models, techniques, and tools for psychological observation of children in educational contexts. In terms of the ability to apply knowledge and understanding: - ability to apply appropriate techniques and tools to observe specific situations and behaviors. In terms of independent judgment: - ability to recognize the techniques used and evaluate the appropriateness of observation procedures in different cases. In terms of communication skills: - mastery of the technical language specific to observation methodology. In terms of learning ability: - aptitude for ongoing professional development in psychological aspects.

Learning objectives

A) Knowledge and understanding
Demonstrate knowledge and understanding of the materials and approaches
that have been developed and produced in the field of plurilingual education. Know how to
interpret documents related to plurilingualism produced by the Council of Europe and other
international organizations (e.g., UNHCR).
B) Applying knowledge and understanding
Be able to apply acquired knowledge competently and reflectively;
possess adequate skills both to develop and sustain arguments and to
solve problems and apply techniques and methods in the field of plurilingual and
multicultural education. Ability to develop original projects to promote plurilingualism and
multiculturalism.
C) Making judgments
Collect and interpret data useful for making independent judgments, including
reflection on related social, scientific, or ethical issues through research
in addition to those proposed during the course.
D) Communication skills
Ability to communicate information, ideas, problems, and solutions to specialists and non-specialists
on issues related to plurilingual and multicultural education and the topic
of social inclusion.
E) Learning skills
Develop the necessary strategies to undertake further training and to
carry out actions aimed at promoting plurilingualism with a high degree of autonomy.

Learning objectives

At the end of the course, students will be able to:
1. Recognize the invisible as a structural dimension of reality, understanding how emotions, fears, languages, and narratives influence the perception of the world.
2. Analyze fear in its various forms (internal, communicated, gestural, collective) as an archetype and as an invisible driver of behaviors, choices, and communication processes.
3. Understand the mechanisms of the invisible in the media, distinguishing between news, storytelling, opinion, and truth, and recognizing the role of the collective imagination, opinion groups, social media, and digital technologies.
4. Develop a critical awareness of language, understood not only as an informative tool but as a device that constructs reality, identity, and worldviews.
5. Use the expressive arts and storytelling as educational tools, capable of making visible what usually remains implicit, through writing, observation, performance and workshop practices.
6. Read urban space as text, recognizing the invisible in places, cities and social contexts, and developing an emotional and perceptive map of lived space.
7. Encourage independent thinking and interpretative responsibility, stimulating students to question their own perceptions, automatic responses, and dominant narratives.
Cross-curricular educational objective
The course also aims to train students to embrace complexity, avoiding simplifications, polarizations, and superficial interpretations of reality.
The invisible thus becomes not an absence, but a space for research, awareness, and formative transformation.

Learning objectives

The course offers an in-depth exploration of communicative skills in English, integrated with an introduction to the main methods and approaches used for teaching English in educational settings. Starting from an initial B1 level, students will develop oral, lexical, and pragmatic abilities relevant to future professional contexts within the L-19 field, with particular attention to inclusive and multimodal teaching practices.
The first part of the course focuses on the foundations of English language teaching methodology, with an emphasis on orality, phonological development, communicative routines, activity design, and scaffolding techniques for young and plurilingual learners. The second part explores the role of nursery rhymes as a teaching tool to enhance pronunciation, prosody, rhythm, vocabulary, and intercultural competence, drawing on oral tradition and play-based learning.
Through practical activities, micro-teaching, and the analysis of authentic materials, students will acquire the skills needed to design simple English-language teaching pathways and to integrate orality and nursery rhymes into a multimodal and inclusive educational context.
The course aims to consolidate students’ communicative competence up to the B1+ level and to introduce the fundamental principles of English language teaching in educational contexts. Particular attention is devoted to orality, phonology, multimodal communication, and the use of nursery rhymes as linguistic, cultural, and pedagogical resources. Students will develop skills useful for understanding, designing, and delivering simple English-language activities in inclusive educational settings. In terms of the Dublin Descriptors:1. Knowledge and understanding: Knowledge of the English language at the B1+ level. Understanding of the basic principles of English phonology and of key methods for teaching English in educational contexts. 2. Applying knowledge and understanding:Ability to use and analyse authentic materials (nursery rhymes, picturebooks, routines) for educational purposes. Ability to understand and follow instructions, activities, and explanations in English. 3. Making judgements: Ability to select strategies, activities, and materials appropriate to the needs of different groups of learners. Ability to evaluate the effectiveness of didactic choices in relation to educational goals. 4. Communication skills:
Oral and written production in English at the B1+ level. Ability to interact in English during collaborative activities, teaching simulations, and educational contexts. 5. Learning skills:
Development of metacognitive and digital skills to support continuous language learning. Ability to independently design simple multimodal teaching activities.

Learning objectives

This course aims to give a basic understanding of authors and genres, themes and issues in Greek
Literature throughout its development from the Archaic to the Hellenistic periods, as an essential
vehicle for paideia, the educational process that was designed in Greece to shape the ideal citizen
through various forms of culture and constant critical debate. The lessons will start with the reading
and direct analysis of programmatic texts. In the final part of the course, a monographic study will
be devoted to the theme of confrontation with the other, from the supplicant to the exiled, from the
stranger to the enemy.
Expected learning outcomes
1. Knowledge and understanding of historical, literary and critical-methodological issues relating to
literature and pedagogical thought in the Greek world.
2. Ability to read and interpret the analysed texts using appropriate language.
3. Ability to develop a critical judgement of the topics covered in the course and the analysed texts.
4. Progressive acquisition of appropriate language and technical-scientific vocabulary.
5. Ability to independently address and analyse topics and texts from Greek literary production.

Learning objectives

The course aims to provide adequate basic knowledge of medieval art, through an accurate overview ranging from Late Antique to the 14th century (4th-14th centuries), but with an open gaze to the entire European continent.
The medieval artwork will be analyzed in its formal, iconographic, iconological and technical- material components through the specific language of the subject. The relationships between artists, patrons and production centers will be traced, whenever possible.
Particular insights will be reserved for the theme of Viterbo, a city on the Via Francigena of great importance in the central centuries of the Middle Ages.
Knowledge and understanding: students will have to master the subject and recognize both the artworks commented during the lessons and those studied in the reference texts.
Applying knowledge and understanding: classroom discussion, observation exercises guided by the teacher, research activities carried out in possible study groups, educational visits and seminars will contribute to the development of an active and personal understanding of the subject.
Making judgments: students will have to acquire a certain capacity for critical judgment with respect to the reference texts, but also with respect to what the teacher proposes during her lessons, in relation to the debate on the studies.
Communication skills: students will have to acquire the specific language of the material and they will have to know how to use it in the best possible way to describe and contextualize both a medieval artwork in particular and an artistic phenomenon in general.
Learning skills: students will have to contextualize a medieval artwork in time and space, in relation to the cultural, social, political, ideological and material transformations that have determined/influenced a certain artistic phenomenon.

Learning objectives

The course analyzes concepts and theories used by sociology to understand and explain the
processes of social life starting from the first processes of industrialization and modernization up
to those of current globalization.
Expected learning outcomes:
- Knowledge and understanding: students will be able to learn the fundamental concepts and
theories used by sociology to analyze the processes of economic-social life.
- Applying knowledge and understanding: students will be able to apply the basic methodologies
of social research.
- Making judgements: students will be able to independently analyze the economic and social
phenomena of the reality around them.
- Communication: students will have developed the ability to process and transfer the knowledge
they have acquired.
- Lifelong learning skills: students will have developed the ability to analyze the complex problems
of the economic-social reality.

Learning objectives

Knowledge and understanding. At the end of the course, students will have demonstrated knowledge of the fundamental topics of the discipline, both regarding the general theory part and to the history of sociological thought. Following the final examination, they will also have shown that they possess the appropriate skills to recognize the theoretical frameworks to which the various scholars and schools of thought belong. Lastly, they will attain adequate knowledge of the survey and analysis tools of greatest reference in sociological research in the field of education.
Applying knowledge and understanding. By the end of the course, students will be able to apply theoretical knowledge to methodological decisions, making it operational and usable in empirical research applied to the field of education. As a result of participating in the course, they will be able to use empirical data collection techniques
Making judgements. Course participants will be able to identify interpretative models of social reality, distinguishing schools of thought and reference authors, about the field of education. They will be able to recognize detection and analysis techniques.
Communication skills. At the end of the course, students will be able to speak fluently about the Sociology of Education, its fields of interest, theorists and basic concepts, also showing adequate knowledge in the use of terms referring to methods and applications.
Learning skills. Students on the course will possess the necessary knowledge to continue with greater awareness in the course, also thanks to the acquisition of indispensable notions, which will enable them to more confidently tackle the subjects proposed in the syllabus.

Learning objectives

Learning objectives:
Knowledge and understanding. The aim of the course is to provide the tools for the assessment of the health of the child in its developmental stages, from the neonatal period to the late adolescent phase, in educational contexts. To provide knowledge about the main pathologies in the pediatric field of interest to the childhood educator with particular reference to infectious diseases,
modes of contagion, and prevention. The main knowledge on acute and chronic pathologies
in pediatric age, and on emergencies/urgencies in an out-of-hospital environment will be provided.
Applied knowledge and understanding. The aim of the course is to provide the student with knowledge and skills to identify early signs and symptoms of acute and chronic pathology in children. In addition, a further educational objective is to provide the student with the knowledge to manage the main pediatric emergencies/urgencies in an out-of-hospital environment (epileptic seizure, asthma attacks, allergic reaction, hypoglycemia).
Making judgement. At the end of the course, the student must have acquired knowledge about the main pediatric pathologies, pubertal growth and development, early identification of signs and symptoms for correct reporting and management in educational contexts.
Communication skill. In addition, the student must have acquired the ability to know how to manage a pediatric emergency/urgency in an out-of-hospital setting or in community educational contexts, to be able to identify early signs and symptoms of pediatric pathology for correct referral.
Learning skills. Finally, the student must have acquired the ability to promote an effective integration
between educational, social, cultural and pediatric-health services.

Learning objectives

Knowledge and understanding
By the end of the workshop, students should be familiar with:
 the fundamental dynamics of inclusion processes aimed at holistic development and the
definition of life projects;
 effective expressive and communicative approaches for establishing productive educational
relationships within inclusive processes;

 the most common motivations underlying the choice of helping professions;
 key qualities and tools of the inclusive educator.
Applying knowledge and understanding
By the end of the workshop, students should be able to:
 identify effective strategies for designing educational interventions oriented toward holistic
development and life projects;
 engage in self-observation and analyze their own expressive and communicative styles in
order to select and develop new, more effective ones for promoting inclusive educational
processes;
 recognize their own motivations and qualities that may contribute to establishing effective
helping relationships in inclusive educational contexts;
 experiment with cooperative strategies to build inclusive environments in socio-educational
settings.
Making judgements
By the end of the workshop, students should have developed the ability to:
 critically reflect on their own practice through the re-elaboration of personal experiences
within helping and educational relationships;
 assess the ethical responsibility inherent in the educational role and in responding to the
vulnerability of others.
Communication skills
By the end of the workshop, students should be able to:
 practice active listening and use non-verbal communication to foster a climate of trust and
openness, including through effective conflict management in working groups;
 interact effectively within working groups, valuing interdependence and circular dialogue.
Learning skills
By the end of the workshop, students should have developed an aptitude to:
 actively participate in the co-construction of knowledge within a learning community;
 transform workshop experiences into new insights that support their ongoing professional
development.

Learning objectives

The course aims to provide students with comprehensive training on the fundamental principles of anti-
discrimination law in the context of work organization.
At the end of the course, students will be required to demonstrate that they have:
• Knowledge and understanding: a good knowledge of the topics covered during the course and sufficient
mastery of the regulatory sources (national and supranational) governing the subject.
• Ability to apply knowledge and understanding: students must be able to rework the topics covered during the
course in order to apply the knowledge acquired to identify possible solutions to problems arising from the rapid
evolution of anti-discrimination law.
• Independent judgment: students must be able to evaluate practical cases in order to integrate the knowledge
acquired and formulate judgments.
• Communication skills: students must be able to clearly explain the concepts they have learned and must be able
to use the technical language of the subject correctly.
• Learning skills: students must demonstrate that they have developed learning skills that enable them to keep up
to date through the study of doctrinal and jurisprudential guidelines.

Learning objectives

Geography is the science that studies the processes of humanisation of planet Earth and critically examines the relationship between Culture and Nature. This interaction has a scientific as well as educational value and therefore the teaching aims to present the complexity of geographical knowledge, its epistemological objects and specific languages, with particular emphasis on cartography and GIS (Geographical Information System).
specific languages, with particular emphasis on cartography and GIS (Geographical Information System).
The basic educational objectives, therefore, are as follows to make students aware of the theoretical and methodological processes of the discipline provide them with keys to understanding the main geographical themes;
The course aims to provide methodological critical acquisition of theoretical and methodological knowledge on the organization of geographical spaces and about the geographical paradigms, rethinking on the society-environment relationships
1) knowledge and understanding of the fundamentals of the geography
2) applying knowledge and understanding of geographic lexicon
3) communication skills and critical elaboration of the argumentation and the logical organization of the geographical discourse;
4) making judgements and critical reading of a geographical essay.
5) learning skills

Learning objectives

The general purpose of the course is to understand the history of the Euro-American West throughout the long modern age (1350-1915). To this end, the course is divided between 1) a general part grounded on the study of the textbook; 2) a part centered on the recommended readings; 3) an interdisciplinary part that will address a cross-cutting theme. At the end of the course, according to the learning objectives established in Dublin, students must been able to: 1) increase their critical awareness of historical events and identify the historical roots of current historical-political developments (Knowledge and understanding); 2) develop autonomous research projects, as original as possible, also by resorting to the examination of printed or digital sources (Knowledge and understanding applied); 3) analyze and synthesize original texts and documents, inspired by the works of the major scholars but also, if necessary, by dissenting from their theses (Autonomous judgment); 4) present the results of their readings, obviously recommended, integrated by digital research (Communication skills); 5) understand and fill any previous gaps (Ability to learn). In this process it will be essential to respect the work of all students, in groups or individuals, and to respect deadlines to better coordinate specific insights.

Learning objectives

The course aims to provide students with theoretical and analytical tools to understand the main social transformation processes affecting young people, with particular attention to emerging trends in youth behavior, forms of vulnerability, discomfort, and deviance, as well as educational and social responses developed in institutional and community contexts.
By the end of the course, students will be able to:
1. Knowledge and understanding: understand the main theoretical approaches in the sociology of social processes and youth studies, analyzing the relationship
between social change, youth conditions, risk behaviors, and processes of integration and exclusion.
2. Applying knowledge and understanding: apply sociological knowledge to the analysis of educational, school, and social contexts, interpreting dynamics that
contribute to vulnerability, marginality, and deviant behaviors, in relation to family, cultural, and territorial settings.
3. Making judgments: develop the ability to critically analyze trends in youth behavior, distinguishing between structural phenomena and contingent situations,
and assessing the impact of educational, social, and youth policies.
4. Communication skills: acquire the ability to use appropriate sociological language to describe and discuss youth transformations, clearly and coherently
communicating analyses and reflections in educational and social contexts.
5. Learning skills: develop the ability to autonomously update knowledge on changing youth conditions and social trends, also in relation to future professional
work in educational and socio-educational services.

Learning objectives

Training objectives to achieve learning outcomes.

The course promotes the learning and use of appropriate statistical analysis methods for research in the educational field. In this context, the use of tools, including IT tools, suitable for both the collection of information and its evaluation is developed. The basic concepts of descriptive statistics are presented. The problems of synthesis (graphic and analytical) of statistical information concerning a single variable or pairs of variables detected in a population are addressed, distinguishing the approaches according to the qualitative or quantitative level of measurement.

Expected learning outcomes

With the study of STATISTICS the student will be able to achieve the following educational objectives
- Knowledge and understanding
- to define and identify the epistemological and methodological field of the discipline
- to distinguish the various theoretical fields with reference to univariate and bivariate descriptive approaches
- Applying knowledge and understanding
- analyze empirical context by identifying the type of information to be collected;
- formalize the data matrix and analyze it with the appropriate statistical methods.
- Making judgements
- linking statistical theory to school situations;
- quantitatively evaluate pedagogical innovations.
- Communication skills
- evaluate quantitatively the educational processes;
- report the results achieved.
- Learning skills
- exercise availability for scientific research in school settings;
- access the statistical literature in education, identifying reliable sources.

Learning objectives

The teaching of Moral Philosophy aims to develop knowledge of key concepts, normative theories (such as utilitarianism, ethics of duty) and metaethics, training in the critical reading of philosophical texts and the use of specific vocabulary, to form a greater critical awareness of individual and social ethical problems and the reasons for human action, improving the skills of argumentation and dialogue.
The educational objectives of the course are as follows.
Knowledge and understanding. Students will develop the ability to understand the fundamental concepts, technical vocabulary, main currents (ethics of virtues, ethics of duty,
utilitarianism, personalism, ethics of care) and the history of the discipline.
Applied knowledge and understanding. After acquiring the correct tools and methods provided by the course, students will be able to interpret and critically evaluate the problems posed by current issues such as public ethics, environmental ethics, climate change and the debate on non-human agency.

Autonomy of judgment. Thanks to the methodologies acquired during the course, students will develop skills of critical and autonomous reflection on moral principles and ethical judgments.
Communication skills. At the end of the course, students will have improved their social interaction skills with a collaborative and communicative attitude.
Ability to learn. The knowledge acquired during the course will enable students to tackle and understand complex philosophical texts and their specific languages and to use
analytical tools suitable for scientific and philosophical research.

CHOICE GROUPS	YEAR/SEMESTER	CFU	SSD	LANGUAGE
TWO SUBJECT OF YOUR CHOICE FROM MULTILINGUAL EDUCATION - ENGLISH LANGUAGE AND TRANSLATION - EXPRESSIVE ARTS IN EDUCATION FOR A TOTAL OF 14 CFU	-	14	-	-
120932 - MULTILINGUALISM EDUCATION	First Year / First Semester	8	FRAN-01/B
121104 - EXPRESSIVE ARTS FOR EDUCATION	First Year / First Semester	6	PEMM-01/B
15327 - ENGLISH LANGUAGE AND TRANSLATION	First Year / Second Semester	8	ANGL-01/C
ONE SUBJECT OF YOUR CHOICE FROM: VISUAL ARTS FOR EDUCATION, LITERATURE AND PEDAGOGICAL THOUGHT IN THE GREEK WORLD, SOCIOLOGY OF DEVIANCE	-	9	-	-
120995 - LITERATURE AND PEDAGOGICAL THOUGHT IN THE GREEK WORLD	First Year / First Semester	9	HELL-01/B
121589 - SOCIOLOGY OF DEVIANCE	First Year / First Semester	9	GSPS-07/B
120994 - VISUAL ARTS FOR EDUCATION	First Year / Second Semester	9	ARTE-01/A
NEW GROUP	-	6	-	-
121108 - GENERAL SOCIOLOGY	Second Year / First Semester	6	GSPS-05/A
121109 - SOCIOLOGY OF EDUCATION	Second Year / First Semester	6	GSPS-06/A
NEW GROUP	-	6	-	-
121715 - PAEDIATRICS	Second Year / First Semester	6	MEDS-20/A
120998 - PEDAGOGY OF INCLUSION	Second Year / Second Semester	6	PAED-02/A
ONE SUBJECT TO CHOOSE FROM: GEOGRAPHY, LABOR AND DISCRIMINATION, MODERN HISTORY	-	6	-	-
121000 - EMPLOYMENT AND DISCRIMINATION	Third Year / First Semester	6	GIUR-04/A
121110 - GEOGRAPHY	Third Year / First Semester	6	GEOG-01/A
121584 - MODERN HISTORY	Third Year / First Semester	6	HIST-02/A
ONE SUBJECT OF YOUR CHOICE FROM: SOCIAL PROCESSES AND YOUTH TRANSFORMATION, STATISTICS, MORAL PHILOSOPHY, HISTORY OF POLITICAL INSTITUTIONS	-	9	-	-
121586 - HISTORY OF POLITICAL INSTITUTIONS	Third Year / First Semester	9	GSPS-03/B
121001 - SOCIAL PROCESSES AND YOUTH TRANSFORMATIONS	Third Year / Second Semester	9	GSPS-05/A
119828 - STATISTICA	Third Year / Second Semester	9	STAT-01/A
121002 - MORAL PHILOSOPHY	Third Year / Second Semester	9	PHIL-03/A

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