This research presents a novel conceptual framework for inclusive education by integrating Internet of Things (IoT)-driven real-time environmental and behavioral monitoring with adaptive teaching strategies. Unlike traditional methods, our model leverages sensor-based data collection to analyze classroom conditions, teacher mobility, and student interactions, enabling dynamic adjustments that aim to enhance engagement and inclusivity. While the framework is theoretical and has not yet undergone experimental validation, we discuss how optimizing spatial configurations, voice dynamics, and movement patterns could support student participation, particularly for learners with diverse needs. Pilot implementations and empirical testing are planned for future research. By merging data-driven insights with educators’ expertise, our approach offers a scalable vision for creating responsive, inclusive learning environments that proactively address barriers to education.

Over the past three years, a growing number of Italian schools have launched digitalization projects, integrating new technologies into their classrooms. There is a tendency for project leaders to acquire as many technological tools as possible for each classroom, based on the belief that this will significantly enhance the quality of the learning environment.The aim of the current contribution is to investigate the implications of this trend, using as a case study three classes at an Italian primary school. This school was selected for analysis because it had invested in a broad range of technological devices (electronic whiteboards, one netbook per child, interactive tables etc.), although starting out from a traditional scenario in which none of the teachers had experience of educational technology.Qualitative research methods, specifically student focus groups and teacher interviews were used to explore the students’ perceptions regarding the change in classroom setting. The findings appear to suggest that technology is not critical to achieving a higher quality learning environment

According to Wenger (1998) communities of practice are important, not only for the profiles of professionals, but also for university students that do not know each other personally, but nevertheless share a “common practice” (Brown, Doguid, 2000, p.205) in order to activate dynamics to exchange knowledge and help each other (Trentin, 2004). Between2005 and2011 the Department of Education of University of Milan – Bicocca opened four student communities, using a Learning Management System, for the purpose of answering students’ orientation needs and engaging students in discussing university issues. The first surveys confirmed the positive acceptation of the communities as an important place to discuss issues, share common goals and find important information about the degree programs. From 2012 due to the growth in the number of social network users (CENSIS 2012, Nielsen 2012), the students of the Department of Education began to spontaneously create Facebook groups and to move slowly to them from official communities. In this research we present the results of a longitudinal study on comparing the use and perception of quality of communities implemented in LMS versus those of Facebook groups. This analysis is the reason the department decided to adopt Facebook groups to develop student communities. The results of this research highlight the importance of media habits over other factors also in the presence of processes where there are high levels of quality realized in less used media

Following China, the next severely affected country due to the COVID-19 epidemic was Italy. In consideration of the increasing number of infections, the government via the Ministerial Decree (DPCM) of March 2020 established various restrictive measures for the entire Italian territory, even involving the closure of schools. Hence, for the first time, the Italian school system had to adopt distance learning. The mixed methods research in this context involves a non-probabilistic sample of 6,384 secondary school teachers answering a questionnaire issued from 5 August to 1 September 2020, and 30 telephone interviews were conducted among those who had made themselves available during the compilation of the questionnaire to be contacted for the qualitative part of the research. Therefore, the answers collected in the report¹ relay what happened in the second quarter of the school year from 2019 to 2020, the period of the first lockdown in Italy, through which we try to particularly understand the didactic activities implemented by teachers, the main decision maker of the choices, the assessment methods, the autonomy of teachers in managing distance learning and the teachers’ training needs.

In order to satisfy the several training requests regarding the method of Episodes of Situated Learning by teachers of all levels, in the academic year 2018/2019, CREMIT (Catholic University) has developed an e-learning course. This paper aims to describe the training structure, designed according to the ADDIE instructional system model, focusing on the elements such as micro-learning, e-tivities and e-tutoring. The course was delivered in two editions (November–December 2018 and May–June 2019). The evaluation process highlights some relevant aspects: the high level of participants’ satisfaction, the moderate numbers of dropouts and the completely positive results of the assessment activities. The analysis of the gathered data allowed us to re-design the e-learning course.