General Info

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.

• Sonia DI VITO

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.

• Alessandra Olga Grazia SERRA

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.

• Maddalena VALLOZZA

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.

• EVA PONZI

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.

• Simona FALLOCCO
• Simona FALLOCCO

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.

• CHIARA CARBONE

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.

• ALESSANDRO CAPUANO

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.

• STEFANO SCIPPO

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).

Learning objectives

The course *Modern History. Europe between Expansion, Crisis, and Transformation (16th–18th Centuries)* aims to provide students enrolled in the L-19 Degree Programme with a solid and critically informed foundational knowledge of the main political, religious, social, economic, and cultural processes that shaped Europe between the sixteenth and eighteenth centuries, with particular attention to the relationships and interconnections between Western Europe and Central-Eastern Europe. Through the study of the transformations of the early modern age — from the Protestant Reformation to the Catholic Counter-Reformation, from the formation of modern states to the dynamics of multinational empires, from military and diplomatic conflicts to the processes of eighteenth-century modernization — students will acquire essential knowledge for understanding the historical evolution of modern Europe from a comparative perspective.

In accordance with the Dublin Descriptors, the course aims to develop students’ ability to place historical events and phenomena within their spatial and temporal contexts, to critically interpret complex processes, and to use the specific terminology of historical studies appropriately. Students will also be guided in developing independent judgment through engagement with historiography and with different political, religious, and cultural models of early modern Europe, thereby acquiring the ability to identify similarities, differences, and connections among the various European contexts. Particular attention will be devoted to the development of communication skills, both oral and written, through the correct use of disciplinary terminology and the clear and coherent presentation of historical content. Finally, the course seeks to foster autonomous learning abilities and methodological tools useful for the continuation of studies in the fields of education sciences and the humanities.

• Alessandro BOCCOLINI
• Alessandro BOCCOLINI

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

• Luisa CARBONE
• Luisa CARBONE

Learning objectives

1. **Knowledge and understanding skills:** The aim of the course is to provide students with a basic knowledge of the foundations of administrative law, with particular reference to the regulation of functions, organization, human and financial resources, administrative procedure and administrative measures, as well as the basic notions of administrative justice, also within the framework of relations with the legal order of the European Union. The course is primarily intended to enable students to critically reconstruct the principles of administrative law, which then find specific application in various contexts, sectors, and regulatory fields.

2. **Applied knowledge and understanding skills:** The course is based on a number of theoretical introductory lectures, followed by sessions devoted to the analysis and discussion of cases. Students are provided in advance with materials, usually consisting of legislation, judicial decisions, or administrative acts, which are relevant to a specific dispute. The disputes are selected so as to reflect the topics covered in the introductory lectures and to train students to identify the practical and concrete issues arising from the notions they have learned.

3. **Making judgments:** Students, especially during the sessions devoted to case analysis, are encouraged to participate and to propose, on the basis of the materials studied, the legal solution they consider correct, engaging in discussion with one another and with the lecturer, as well as—regarding hearings of the Constitutional Court (available online and shown in class)—with the way in which lawyers actually argued the case discussed in class.

4. **Communication skills:** For each session devoted to the analysis and discussion of cases, one or more students are asked to introduce the main legal issues to be addressed, presenting them publicly to the rest of the class and to the lecturer, thereby developing communication skills specifically related to legal language and legal argumentation.

5. **Learning skills:** Through the methodology described above, the course aims not only to provide technical knowledge relating to administrative law, but also to introduce learning methods and techniques that students may subsequently use to continuously expand the range of competencies required of a lawyer, in any profession or context in which they may operate.

• Mario SAVINO
• Mario SAVINO
• Mario SAVINO

Learning objectives

The aim of this course is to provide a basic overview of the major political, social, economic, and cultural phenomena of the modern era (from the Belle Époque to the end of the Cold War), from both a national and a European and global perspective.

• Tommaso DELL'ERA
• Tommaso DELL'ERA

Learning objectives

The expected learning outcomes, as outlined according to the Dublin Descriptors, are as follows:
Knowledge and Understanding
- Understanding and knowledge of general concepts related to educational inclusion, with particular focus on disability, Specific Learning Disorders (SLD), and other Special Educational Needs (SEN).
- Understanding and knowledge of observation, intervention, and educational-assessment methodologies to be used for individuals with special educational needs in various life and relational contexts.

Applying Knowledge and Understanding
- Designing educational activities using narrative-inclusive teaching perspectives and practices.
- Designing and evaluating inclusive teaching interventions in different educational contexts, specifically aimed at promoting reading for all and each individual.

Making Judgements
-Being able to express opinions, formulate hypotheses, and provide critical judgments and evaluations on various methodologies for creating and fostering inclusive learning environments through the activation of facilitators and the reduction of barriers.
-Identifying the most appropriate inclusive educational mediators (such as books, e-books, in-books, picture books, read-aloud sessions, etc.) to develop an inclusive learning environment.

Communication Skills
- Understanding and correctly using the specific terminology of the field.
- Demonstrating the ability to discuss and articulate issues and topics related to inclusive teaching practices.

Learning Skills
- Being able to learn the specific content of the discipline through various methods (individual work, group work, etc.), utilizing specific strategies (advance organizers, mind maps, concept maps, etc.) as well as new information and communication technologies.
- Analyzing and proposing educational intervention hypotheses based on experiences of storytelling, creating graphic-pictorial and dialogic representations, from an inclusive perspective, including the use of technical terminology where appropriate.

• STEFANO SCIPPO