The Inclusive Design of a Learning Path with Integrated Digital Teaching in the Education Science Degree Course at the University of Genoa

Abstract

The contribution presents the results of an exploratory survey conducted with 135 students attending the courses of Special Pedagogy (92 students) and Inclusive Didactics (43 students). The courses were in the Degree Course in Education Sciences of the University of Genoa in the academic year 2021–2022. The aim of the survey was to measure: how the inclusive design, of these two courses, influences the personalization of the learning path and it increases the process of self-regulation and self-efficacy of students. These paths have developed through the application of face-to-face teaching, but during the lessons these courses were enriched by paths on digital platform. The improvement of above-mentioned two aspects allows a better reworking of learning content. Two questions were used to collect students’ points of view: the Self-regulated Knowledge Scale University (SRKS-U) [1, 2], in Italian Version Sara-U [2], and the Perceived School Self-Efficacy Scale [3, 29] adapted and integrated with requests for explanation of students’ choices. The results obtained from the analysis of the questionnaires are encouraging and invite teachers to reflect on the possibility of applying mixed teaching methods within their teachings on a daily basis.