The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

The aim of this study is to examine the association between citizens' perceptions of the effectiveness of the institutional response, their connection and responsibility to their community (Sense of Community—SoC; Sense of Community Responsibility—SoC‐R), and their personal and social concerns about the current emergency and their perceptions of a postpandemic future during the first COVID‐19 pandemic lockdown. Another variable considered was the personal reflexivity about the COVID‐19 pandemic. 3925 Italian adults completed an online questionnaire during the first COVID‐19 lockdown. A structural equation model with mediation was tested. Institutional effectiveness was associated with SoC, SoC‐R, current social concerns, and perceptions of a postpandemic future. SoC and SoC‐R were associated with current personal and social concerns, and perceptions of a postpandemic future. Reflexivity was negatively associated with SoC and positively associated with SoC‐R, mediating the relationships between SoC, SoC‐R and current personal and social concerns and perceptions of a postpandemic future. Findings indicate the need to adopt a perspective that considers individual and socio‐political levels and their interaction to better understand the impact of the pandemic during a national lockdown.

Background: Health information concerns both individuals’ engagement and the way services and professionals provide information to facilitate consumers’ health decision making. Citizens’ and patients’ participation in the management of their own health is related to the availability of tools making health information accessible, thus promoting empowerment and making care more inclusive and fairer. A novel instrument was developed (Evaluation Tool of Health Information for Consumers—ETHIC) for assessing the formal quality of health information materials written in Italian language. This study reports ETHIC’s content and face validity. Methods: A convenience sample of 11 experts and 5 potential users was involved. The former were requested to evaluate relevance and exhaustiveness, the latter both readability and understandability of ETHIC. The Content Validity Index (CVI) was calculated for ETHIC’s sections and items; experts and potential users’ feedback were analyzed by the authors. Results: All sections and most items were evaluated as relevant. A new item was introduced. Potential users provided the researchers with comments that partly confirmed ETHIC’s clarity and understandability. Conclusions: Our findings strongly support the relevance of ETHIC’s sections and items. An updated version of the instrument matching exhaustivity, readability, and understandability criteria was obtained, which will be assessed for further steps of the validation process.

By integrating a learning experience with community organizations, service-learning (SL) can be considered a tool to facilitate rural communities’ development, acting as a resource mobilizer. This study presents a participatory process based on the assets-based approach for community development approach. Six local organizations and 16 university students in three Italian rural communities were engaged to assess local resources and co-construct rural SL (RSL) projects. A two-phase rural participative process was developed and evaluated using qualitative instruments, such as focus groups and students’ reflexive journals. Results indicated that rural communities uncovered a set of material and intangible inner assets to develop. Indeed, they identified internal (and potentially external) resources that could effectively bring some insights to rural challenges. Moreover, community members experienced new paths through SL to count on their internal assets through effective collaboration with university students. The collaboration between students (and university) and community organizations delivered new local and rural development opportunities while supporting the partnership for RSL. Students experienced themselves as potential agents of change, enhancing their psychosocial resources and competencies, and strengthening rural development. The result’s implications involve the development of rural policies, including effective participation of rural communities (and organizations) and regarding different dimensions of development, like economic or psychosocial development.