Teacher education represents a global strategic priority for improving educational systems and fostering inclusive, high-quality processes. Recent studies highlight the need for systematic and replicable education models capable of addressing the challenges of contemporary complexity and bridging the gap between theory and practice. Teaching professionalism is increasingly recognized as a key driver of change, requiring a balance of pedagogical, relational, and technological competences, along with strong reflective capacity. Within this framework, practicum programs play a crucial role for the development of professional identity and authentic teaching skills. Methods: This contribution adopts a theoretical–argumentative approach grounded in a critical analysis of the international scientific literature on teacher education, with specific focus on the role of practicums. The aim is to present the model implemented by Pegaso University in the context of practicum activities within initial teacher education programs to outline an interpretative framework and provide pedagogical reflections in light of the results arising from critical reflection and systematic monitoring (not covered in this specific contribution) of the effectiveness of the model implemented in the first two training cycles (academic years 23–24 and 24–25), with the involvement of 5 regions and a total of 2834 teachers in the first cycle and 10 regions and a total of 5551 teachers in the second cycle. Convenience sampling based on a non-probabilistic method was adopted, using the entire sample of teachers admitted to the training program who met the requirements of Article 7 of the Decree of the President of the Council of Ministers (DPCM). Results: This paper outlines the theoretical and methodological trajectories of the model, offering interpretative frameworks and pedagogical reflections in light of the outcomes achieved during the initial implementation phase. Conclusions: In accordance with recent national and European regulatory frameworks, the Pegaso teaching model is presented as an example of good practice for initial teacher education. It aims to foster a reflective, situated, and responsible teaching professionalism, moving beyond traditional approaches toward a continuous and transformative learning process.

Cultural heritage institutions continue to face significant challenges in addressing neurodivergent access needs, while a principled framework linking inclusive design and artificial intelligence in heritage remains underdeveloped. This article proposes and explores the transfer of a dual Universal Design for Learning (UDL 3.0)–International Classification of Functioning, Disability and Health (ICF) framework from education to cultural heritage. The framework was examined within an Erasmus+ Blended Intensive Programme in Naples, Italy, through an exploratory mixed-methods pilot design combining pre/post questionnaires with thematic analysis of participants’ open-ended reflections. Findings suggest that the programme supported a qualitative reframing of accessibility from a predominantly physical-access model toward a broader understanding encompassing sensory, cognitive, communicative, and participatory dimensions. Site visits to Pompeii, Herculaneum, and the MANN emerged as especially important in prompting critical reflection on the gap between heritage value and accessibility practice. Quantitative patterns also indicated preliminary gains in participants’ self-efficacy in applying UDL/ICF principles and in reflecting on AI ethics in heritage, although these findings remain exploratory given the small sample size and pilot design. The article contributes a conceptual and pedagogical framework for inclusive AI in cultural heritage and discusses its implications for accessibility governance, conservation-constrained settings, and future co-designed research.