Italian School Research Articles

Il curricolo di matematica nella scuola italiana: radici, intrecci, ramificazioni

In this article we discuss the various cultural, social, epistemological and didactic drives that have influenced the evolution of mathematics curricula in Italian schools. Particular attention will be paid to the influence of Hans Freudenthal’s ideas, in opposition to the formalist tendency prevailing after World War II, and to the impact of the frameworks of the major international surveys, in particular the OECD-Pisa framework.

First results on new helium based eco-gas mixtures for the Extreme Energy Events Project

The Extreme Energy Events (EEE) Project, a joint project of the Centro Fermi (Museo Storico della Fisica e Centro Studi e Ricerche “E. Fermi”) and INFN, has a dual purpose: a scientific research program on cosmic rays at ground level and an intense outreach and educational program. The project consists in a network of about 60 tracking detectors, called telescopes, mostly hosted in Italian High Schools. Each telescope is made by three Multigap Resistive Plate Chambers, operated so far with a gas mixture composed by 98% C2H2F4 and 2% SF6. Due to its high Global Warming Potential, a few years ago the EEE collaboration has started an extensive R&D on alternative mixtures environmentally sustainable and compatible with the current experimental setup and operational environment. Among other gas mixtures, the one with helium and hydrofluoroolefin R1234ze gave the best result during the preliminary tests performed with two of the network telescopes. The detector has proved to reach performance levels comparable to those obtained with previous mixtures, without any modification of the hardware. We will discuss the first results obtained with the new mixture, tested with different percentages of the two components.

Young people’s civic engagement in Italy: evidence on grade 8 students from the international civic and citizenship education study (ICCS) 2016

Civic engagement represents a key aspect of a democratic society and is itself a multidimensional construct. Research has shown that the promotion of civic engagement is an important component of civic and citizenship education intended in a broad sense, pertaining to formal, non-formal and informal learning situations. Within a national scenario characterised by increasing levels of general institutional disaffection and a lack of electoral and political involvement, the recent reform in the area of civic and citizenship education (Law 92/2019) has led to lively debates on the status of its implementation in Italian schools and recent research at the national level has highlighted the lack of activities to promote students’ engagement. This study further investigates the ICCS 2016 findings on civic engagement of Italian students with two objectives: to identify possible groups of Italian eighth-grade students on the basis of their level of civic engagement and to examine the associations among these groups and some key factors reflecting school contexts and students’ attitudes and behaviours. To reach these goals, the data analyses encompassed a latent profile analysis and a logistic regression model. The latent profile analysis allowed the identification of three groups of Italian students: disengaged, moderately engaged and engaged students. The results of the regression model showed that engaged students were characterised by a higher level of citizenship self-efficacy. These findings confirm those of previous research on the key role of internal self-efficacy in promoting students’ civic engagement.

Sexual health education in Italian schools: preliminary results of EduForIST3 national project

Abstract Background School-based comprehensive sexuality education (CSE) is the best approach to disseminate scientific evidence and promote healthier sexual behaviours among young people. However, in Italy, CSE is not included in schools curricula. This study, funded by the Ministry of Health, seeks to investigate information uptake and attitudes towards sexuality among adolescents included in a pilot CSE intervention in 6 Italian regions, from December 2023 to June 2024. Methods A 10-hours education intervention was implemented in a convenient sample of 26 upper and lower secondary schools (U/LSS), covering topics such as changes in adolescence, relationships and consent, sexual identity, sexually transmitted infections (STIs), contraception and sexual health services. Students’ evaluation comprised pre/post tests assessing knowledge, attitudes towards sexuality and satisfaction. A Solomon 4-group design study was used to compare intervention and control classes. A follow-up test will be conducted 4-6 months post-intervention. Results Preliminary analysis of available data as of 30 April, 510 pre-tests and 266 post-tests, showed incremented correct answers in all items. A significant increase (p<.05) was found in 12/21 items for USS and in 9/19 items for LSS, especially in the domain STIs symptoms and prevention, among those mostly appreciated. Over 90% of students considered schools as suitable setting to receive CSE, preferably by external experts. Ongoing qualitative and long-term analysis will provide further insights of the overall impact of the activity. Conclusions The pilot CSE intervention increased the knowledge and attitudes of the students involved. Additional insights will be available after study completion. Findings from this study will contribute to evaluate the effects of CSE initiatives on sexual health knowledge and attitudes among Italian secondary schools students, as well as the effectiveness of such programs in fostering healthier behaviours. Key messages • Providing evidence-based, relevant information and education on sexual health to young people in secondary schools increases their knowledge and improves attitudes towards sexuality. • CSE should be included in Italian school curricula in order to promote an incremental uptake of information and to improve young people’s sexual health.

Comprehensive sexuality education: indicators to evaluate interventions in Italian schools

Abstract Background Comprehensive sexuality education (CSE) is globally acknowledged as the most effective approach to promoting sexual health and preventing Sexually Transmitted Infections (STIs). However, in Italy, CSE is not consistently part of the school curriculum. The EduForIST project, funded by the Ministry of Health, introduced and tested a unique CSE model in a sample of secondary schools across six Italian regions, aiming to develop an evaluation model for potential nationwide implementation. Methods The EduForIST partnership, comprising experts from various institutions, devised a framework for monitoring and evaluating CSE interventions. Through monthly focus group discussions from April 2023 to February 2024, they established indicators for short-, medium-, and long-term evaluation of clinical and behavioral outcomes, as well as process indicators to assess intervention implementation. Results A total of 35 indicators were developed, including clinical and behavioral ones for medium and long-term outcomes, short-term behavioral outcomes, and process indicators. Data for clinical and behavioral indicators can be obtained from administrative sources like the Ministry of Health and Regional Health Authorities. The National Institute of Health provides data from relevant surveillance programs. However, many process indicators require specific data collection and calculations. Challenges such as under-reporting and underestimation persist, especially in regions with limited CSE implementation. Conclusions Creating an effective monitoring system for CSE interventions necessitates integrating diverse data sources, including health records, administrative data, and behavioral assessments. The proposed model’s effectiveness will be fully assessed by comparing pre- and post-intervention after widespread implementation in secondary schools. Meanwhile, the selected indicators serve as a foundation for evaluating baseline status of STIs and behaviors in Italy. Key messages • The EduForIST project establishes a robust framework for evaluating Comprehensive Sexuality Education (CSE) interventions in secondary schools, addressing gaps in nationwide implementation. • By devising indicators encompassing several measures, the project lays the groundwork for a comprehensive monitoring system, vital for assessing the effectiveness of CSE interventions in Italy.

Ready or not? The state of emergency preparedness among Italian Public Health medical residents

Abstract Background Italy frequently experiences major events like earthquakes, floods, and migrant shipwrecks, reflecting global concerns that also include climate change, pandemics, and wars. This study aims to assess the role of public health experts and the current state of Italian post-degree Public Health schools in addressing these challenges. Methods In June 2023, a cross-sectional online survey was administered to all Italian Public Health residents enrolled in the Italian Society of Hygiene, Preventive Medicine, and Public Health (SItI). The survey investigated the availability and frequency of training and updates related to emergencies, measured the interest and perceived importance of these topics among residents, examined the impact of the COVID-19 pandemic on their awareness, and identified their primary sources of information in the subject. Results Out of 289 respondents, a significant majority (86.2%) acknowledging the importance of being trained in emergency management and 74.4% expressed interest in topic (p < 0.001). A 90.1% of residents indicated a lack of dedicated courses and 93.1% reported an absence of specialized master’s programs (p < 0.001). There was a strong correlation between recognizing the importance of the topic and the desire to attend specialized conferences (p < 0.001). The COVID-19 pandemic had a noticeable impact: 24.6% recognized the importance of the topic pre-pandemic, while 50.9% raised awareness during (p < 0.001). Conclusions The findings highlight a critical gap in the training of public health professionals in Italy, particularly in the domain of emergency preparedness and management. There is a pressing need to establish enhanced, uniform training programs across different public health training networks in Italy. Implementing such programs would ensure a more robust and effective response to future emergencies, thereby safeguarding public health and improving outcomes during crises. Key messages • Significant gap in specialized training and awareness among health professionals. • Urgent need for emergency preparedness training in public health.

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Loneliness and Problematic Internet Use in Adolescents: The Mediating Role of Dissociation

Background/Objectives. Problematic Internet uUse (PIU) is a multifaceted syndrome characterized by excessive or poorly controlled preoccupations, urges, or behaviors regarding Internet use leading to significant impairments in daily life and mental health. Previous research has separately related PIU to loneliness and dissociation, both in adults and adolescents. The aim of the present study is to analyze the mutual relationship between PIU, loneliness, and dissociation in an adolescent sample, in particular evaluating the indirect effect of dissociation on the relationship between loneliness and PIU. Methods. A cross-sectional design was used with 243 Italian high school students (69.1% females), from year 9 to 13 (age: M = 17.1, SD = 1.4 years), who participated in the study from January to June 2020. They completed measures of PIU (Generalized Problematic Internet Use Scale-2), loneliness (UCLA Loneliness Scale), and dissociation (Adolescent Dissociative Experiences Scale). Socio-demographic and contextual variables were also collected (i.e., age, gender, type of school, school year, sport practice, hobby engagement, assessment before/during the COVID-19 pandemic). Data were analyzed using regression, Pearson’s correlation, and mediation analysis. Results. Severe PIU was observed in 8.6% of the sample. None of the socio-demographic and contextual variables had a significant effect on PIU. Positive medium-sized correlations were observed between PIU, loneliness, and dissociation. Mediation analyses showed an indirect effect of loneliness on PIU through dissociation. Conclusions. Feelings of loneliness may significantly exacerbate adolescents’ PIU by increasing their dissociative tendency. Understanding this dynamic is crucial for developing targeted interventions to address both loneliness and dissociation in efforts to mitigate PIU among adolescents.

ChatGPT as a prospective undergraduate and medical school student.

This article reports the results of an experiment conducted with ChatGPT to see how its performance compares to human performance on tests that require specific knowledge and skills, such as university admission tests. We chose a general undergraduate admission test and two tests for admission to biomedical programs: the Scholastic Assessment Test (SAT), the Cambridge BioMedical Admission Test (BMAT), and the Italian Medical School Admission Test (IMSAT). In particular, we looked closely at the difference in performance between ChatGPT-4 and its predecessor, ChatGPT-3.5, to assess its evolution. The performance of ChatGPT-4 showed a significant improvement over ChatGPT-3.5 and, compared to real students, was on average within the top 10% in the SAT test, while the score in the IMSAT test granted admission to the two highest ranked Italian medical schools. In addition to the performance analysis, we provide a qualitative analysis of incorrect answers and a classification of three different types of logical and computational errors made by ChatGPT-4, which reveal important weaknesses of the model. This provides insight into the skills needed to use these models effectively despite their weaknesses, and also suggests possible applications of our analysis in the field of education.

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.

Health-Related Field-Based Fitness Tests: Normative Values for Italian Primary School Children.

Background/Objectives: conducting fitness tests in educational settings can lead to advantages for both individuals and groups, beyond just enhancing fitness. With the aim of appropriately interpreting performance, this study was conducted to establish sex- and age-specific percentile normative data for a physical fitness (PF) protocol and to define a compound measure of physical performance. Methods: In this cross-sectional study, a short, feasible, and easy-to-administer test battery was performed for 5106 school children, aged 6-10 years. Gender- and age-specific percentiles for the PF tests were constructed, and a Physical Fitness-Motor Competence Performance Index (PF-MC PI) was calculated according to the percentiles. Results: Boys scored higher in all the PF tests when compared to girls (p < 0.001). There was also a trend towards increased PF levels as the age increased in both genders (p < 0.0001). Correlations between scores on individual test items were moderate to high (r from 0.549 to 0.700), and all individual test item scores significantly correlated with the PF-MC PI (p < 0.0001). Conclusions: the provided percentile values will enable the correct interpretation and monitoring of the fitness status of children and the PF-MC PI can be used for easily rating children's health-related fitness qualities.

Game at School? Italian Teachers' Perceptions of the Introduction of Games in the Classroom

The growing awareness that games can be a very valuable training support, both as a resource to engage and motivate and to promote acquisition of disciplinary knowledge and skills, has not been accompanied by an effective diffusion of games in Italian schools. From primary school to university, an ambivalent behaviour is manifested: a widespread appreciation of games as a learning environment is contrasted with a limited application, often reduced to the use of games or online software of a behavioural matrix. An analysis of research on the use and diffusion of games in Italian schools and universities highlights the lack of recent studies on the basic didactic-pedagogical knowledge, level of acceptance and confidence of teachers regarding the introduction of games in the classroom. The goal of this contribution is to provide an updated understanding of Italian teachers' competencies related to the formative use of games. To this aim, we developed a survey adapting to the Italian context one of the most established competence frameworks for game-based learning (GBL): the Technological Pedagogical Content Knowledge-Games (TPACK-G), a variant of TPACK specifically modified for the analysis of games. This new tool extends to non-digital games and integrates the sections on aspects related to game-based instructional design, game scenarios, and the role of the teacher in the instructional activity. This research will not only provide an updated look at how the prevalence of play in the classroom is changing, beyond simple manifestations of interest and trends, but also reveal how the approach to games is changing in the design of educational activities and what is the degree of awareness of the game pedagogical-educational skills necessary for the introduction of games in education. This, in turn, is instrumental for the development of new and more focused teacher training programs to promote the use of games in classrooms.

When the war strikes back: TikTok’s domestication of the Russo-Ukrainian conflict among youth

This article explores how the Russo-Ukrainian conflict is represented through videos circulating on TikTok and how the consumption of this content impacts young people’s imaginary of war. After 2 years since the outbreak of the war in Ukraine, the centrality of TikTok in the communication around this conflict has become apparent. In this study, we are interested in the ‘domesticating’ effect produced by the circulation and consumption of content circulated on TikTok and the effects this may have on young people – the larger segment of the platform’s user base. Using insights from the qualitative analysis of 826 TikTok videos and 2 focus groups conducted with Italian high school students, we found that TikTok contributes to the domestication of war through 3 narrative strategies: the spectacularization of the technical aspects of war, the representation of war as part of the everyday life, and various affordance-mediated attempts of aestheticization. The representations of the conflict vehiculated through TikTok videos make war something familiar and normalized in the eyes of our interviewees. The idea of a war in the near future as something that may realistically happen strongly emerge from the focus groups, alongside with different ways to cope with this idea.

School psychology in Italy: A mixed-method study of actual and desired roles and functions

Investigating the scope of international school psychology practices may promote and influence the globalization of the profession. Although some extant studies assessed the presence and functions of school psychologists internationally, little research to date has focused on Italy. This nation-wide study provides up-to-date information about how psychological services are provided in Italian schools, what services are rendered, what populations and issues are addressed, and analyzes discrepancies between existing and desired situations. Data from the concurrent triangulation (simultaneous) mixed-method research consisted of results from an online survey of 565 Italian psychological service-providers who work in schools and 33 key informants’ interviews (i.e., school psychologists, regional /national board representatives, stakeholders’ key representatives, policymakers). Results indicated that, in the provision of school psychological services in Italy, individual counseling to students is predominant and school-based psychological helpdesk is the most common form of provision of psychological services. However, the desired service delivery model differs substantially from the reality. Implications for the development of school psychology in Italy, in terms of promoting policy design and providing more structured psychological services in schools, are described.

Current state of education in venous diseases within vascular surgery training programs in Italy: A national web-based survey among residents

Background To analyze the perception of vascular surgery trainees from Italian schools of Vascular Surgery regarding the level of practical and theoretical education in venous diseases. Methods An anonymous electronic survey was sent to Italian vascular surgery residents affiliated with 19 universities, asking about their training and experience in the management of venous diseases. The survey gathered information on the residents’ personal and demographic details, their university’s teaching program, operative experience in phlebology, as well as their confidence levels in performing various venous procedures, with the goal of analyzing the training and learning programs provided by Italian vascular surgery schools. Results The analysis showed that 28% of programs do not include phlebology in the curriculum, and more than 40% of residents are unable to independently perform venous duplex ultrasound or treat venous ulcers. Additionally, most residents (over 70%) have limited weekly exposure to phlebology cases, with only 5% having access to a dedicated phlebology operating room. The vast majority of residents (96%) expressed a strong desire to deepen their knowledge and skills in this field, particularly in areas such as endovascular ablation techniques, venous duplex ultrasound, and management of deep venous disease. Conclusions The survey reveals significant limitations in phlebology education and hands-on experience within the current training programs, highlighting the need to standardize and enhance venous disease management education in order to ensure that future vascular surgeons are adequately equipped to provide high-quality care for patients with a wide range of venous disorders.

National risk assessment of Italian school buildings: The MARS project experience

Strategic buildings, such as schools, play a crucial role in civil society. They are essential not only for the well-being of communities but also for their significance during the emergency and recovery phases following an earthquake. Reliable risk assessment is a powerful tool for implementing effective mitigation strategies. While considerable work has been already done in the literature to develop fragility curves and risk studies for residential buildings, there remains a noticeable gap in addressing risk assessment for school portfolios. As part of the 2019–2021 MARS (Seismic Risk MAps) project, funded by the Italian Civil Protection Department and involving the ReLUIS consortium along with the EUCENTRE foundation, a specific task was dedicated to evaluating seismic risk for the Italian school buildings. In this context, eight research units combined their expertise to develop a consensus-based vulnerability model, known as the “School-MARS model”. This model integrates fragility curves based on various approaches (i.e. empirical, mechanical-analytical, mechanical-numerical and hybrid) and is tailored to archetypes representative of the Italian school buildings. The main goal of the paper is outlining the methodology used to define the “School-MARS vulnerability model”. Moreover, the paper demonstrates the application of the latter for performing intensity-based and time-based risk analyses. Specifically, the results are presented in terms of damage distribution and usability ratings expected for the entire stock of Italian school building. Notably, these results indicate that approximately 26 % of Reinforced Concrete (RC) buildings and 31 % of Unreinforced Masonry (URM) structures may become unusable due to potential earthquakes expected in the next 50 years.

Complementary schools as ‘breathing spaces’: identity, multilingualism and critical pedagogies in heritage language education

Whilst mainstream schools in England may encourage multilingualism by insisting on the study of foreign languages, multilingual children are not always provided with support for the maintenance of their heritage languages and cultures. In response to this shortcoming, communities organise themselves to support their young members by setting up extra-curricular education institutions or associations, also called complementary schools, which contribute to the cultural and linguistic maintenance of minority communities. Through emblematic extracts from a fourteen-month ethnographic research in an Italian complementary school in London, this article examines how HL learners engage in and reflect on their multilingual practices and how they develop agency in their learning environment. The findings illustrate how critical modes of teaching and learning that make space for multilingualism can provide children with unique opportunities to discover, explore and experiment with their multilingual and multicultural selves, which, in turn, permit them to access linguistic resources and legitimise multilingual learner identities. Expanding on Fishman’s notion of ‘breathing space’, the article suggests that complementary schools represent a space where minority languages but also pedagogical practices can breathe and develop.

Climate Change Challenge Faced by Italian Children: A Nationwide Study.

Climate change threatens environmental stability and human health, with limited research on younger children's perceptions. This study examines Italian primary school children's views on climate change to guide educational and policy strategies. Surveying 973 children (5-11 years) from different regions, findings showed high awareness (93%) and concern (63%) about climate change. Regional differences indicated greater concern in the south. Gender disparities revealed females were more concerned and experienced more sleep difficulties. Younger children had stronger emotional responses, while older ones showed increased pro-environmental behaviors. Despite moderate self-confidence in effecting change, a strong sense of responsibility and trust in adults was prevalent. These results highlight the need for early, continuous climate education tailored to regional, age, and gender-specific needs. Addressing children's views on climate change can help educators and policymakers foster resilience and proactive attitudes, supporting the development of informed and engaged future stewards of the planet.

DUDA: a digital didactic learning unit based on educational escape rooms and multisensory learning activities for primary school children during COVID-19 lockdown

AbstractThe COVID-19 pandemic has accelerated digitization, access to IT resources, and digital inclusion in the Italian school system. This paper presents D-UDA (i.e., “unità didattica di apprendimento digitale”, in Italian), a digital didactic unit for learning mathematics concepts. The presented approach combines teaching methodologies and game-based activities (e.g., the escape room) with a multisensory approach to designing and developing digital and multimodal technologies. D-UDA is divided into two parts: the first part consists of logic puzzles that adhere to the guidelines set by INVALSI (the Italian Istituto Nazionale per la Valutazione del Sistema educativo di Istruzione e di formazione) for mathematics learning, while the second part involves a series of multisensory games designed to promote the development of transversal competencies, such as cooperation and engagement. Moreover, D-UDA encourages children to create their own adventure using the same tools employed by the designers to develop the experience. The children who participated in testing D-UDA in June 2020 were asked to complete usability questionnaires after the experience. Preliminary results indicate the effectiveness of the educational intervention presented, which integrates recent pedagogical theories and teaching methodologies with a multisensory perspective and a technological design.

A large-scale investigation of eating behaviors and meal perceptions in Italian primary school cafeterias: The relationship between emotions, meal perception, and food waste

We explored the relationships between meal perception, emotions, and food waste in different age groups in primary school cafeterias. The aims were to assess the effect of age and gender on perceptions of the cafeteria’s meals, emotions, and food waste, and to assess the relationships among food waste, meal perception, and emotions. 1,092 children (5–11 years old [y.o.], 53 % females) completed a questionnaire in nine Italian schools. The main collected variables were the pleasure of eating in the cafeteria, declared liking for different foods, emotional responses to eating in the cafeteria, meal description evaluated as binary choices considering different aspects (duration, presence of noise, perceived comfort, crowding, fun, possibility of movement), and food waste (overall and for different foods). Age but not gender significantly affected meal perception, emotions, and food waste. The general attitude towards eating in the cafeteria was more positive among the youngest children (6–7 y.o.), while it steadily worsened from 8 y.o. on. Pasta, meat, and fruits were consistently the most liked foods, fish, vegetables, and legumes the least. Mealtime in the cafeteria was generally described as noisy and crowded, but also comfortable and fun. Children used negative emojis less to describe the mealtime. Food waste was high: 22 % of children declared leaving food on the plate “frequently” and 8 % “always.” However, lower food waste was associated with a positive emotional status and a positive meal perception. Intervention actions should improve the emotional response and the lunch environmental context in school cafeterias.