Atti del Convegno 2025 (in aggiornamento)
The
educational field is under significant pressure, due to the profound
transformations driven by technological advancements, evolving societal needs,
and global challenges. Economic upheavals, international conflicts, increasing polarisation,
declining faith, large-scale migrations, and the challenges posed by ageing
populations all demand for a rethinking of educational systems. Nonetheless,
the challenges that lie ahead may prove even more complex than we expect.
Climate-related crises, the accelerated digitalisation of economies and
societies, and emerging forms of domestic and international political
instability are likely to shape a future that drastically differs from current
expectations.
The
future of global education stands at a critical juncture. In the face of
looming global challenges, it is nowadays essential to redesign education, in
order to foster shared, interdependent futures (UNESCO, 2021). Scientific
communities and governments must engage in long-term, strategic thinking to
develop a new educational paradigm that addresses these challenges and seizes
emerging opportunities. How can global education evolve, to equip individuals
with the skills, knowledge, and attitudes necessary to thrive in an
unpredictable world? How can we design learning environments that nurture these
same qualities in our children? How educational organisations could foster
psychological resilience in students, helping them cope with the uncertainties
of a rapidly changing world?
A
rich body of pedagogical theories and practices has been produced and has shaped
a culture of childhood centred on "student’s centrality," on pedagogical
relationships and learning settings tailored to the needs of students. Building
upon this solid foundation, it is now time to envision a new paradigm, that
reimagines schools as ecosystems—shifting from rigid structures to systems that
are open, adaptive, capable of taking into account subjectivity, and thus
inclusive. In this ecosystem, everyone grows together, embracing change and
building a world where education is truly a lifelong, transformative
experience.
Scientific
research exploring learning & cognition, both from neuroscientific (Kandel
et al., 2000) and neuro-phenomenological (Varela, 1996; Thompson, 1997)
perspectives, place the mind-body-environment connection at the heart of
scientific inquiry. This same theme/connection is central to the reflection in
the field of enactive teaching (Rossi, 2011) and Neurodidactics (Rivoltella,
2012). A new vision is emerging that draws
on the metaphor of education as a living ecosystem, where all elements are
interdependent, constantly interacting, and evolving. In this context, education
becomes an adaptive network that responds to societal, environmental, and
technological changes. Such ecosystems are inherently sustainable and
future-ready, fostering resilience, adaptability, and collaboration.
In
light of these shifts, is it still useful to maintain a clear distinction
between the roles of teacher, student, and other learning concepts such as
teaching, gaming, environment, technology, and the body?
Education can
transcend the physical and conceptual limits of a classroom/row of desks and
static curricula, thriving within adaptive ecosystems enriched with sensory
stimuli, fostering curiosity, creativity, and engagement. Such environments
align with the constructivist theories of Jean Piaget and Lev Vygotsky, which
emphasize that knowledge is constructed through the interaction with the world
and social collaboration. In these settings, interconnected elements—students,
teachers, technology, and physical surroundings—interact to foster growth and
adaptability.
The Universal Design for Learning model fosters the concept of adaptivity and
represents an approach that no longer prioritizes the individual learner over
the act of learning. Instead, it views the transaction between learning
environments, resources (both digital and physical), learners, and teachers as
a generative learning situation (Oppl et al., 2017). In this framework, the
role of teachers is transformed. Teachers needs to shift toward a flexible
mindset and engage as co-learners, adapting to the stimuli and dynamics of the
learning process, in physical and virtual environments (Limone, 2021). Both
teachers and students participate in a mutual exchange, adapting to the stimuli
and experiences that naturally emerge during learning. Education thus becomes a
dynamic journey, driven by curiosity and collaboration, rather than a linear
progression following predefined contents. Thanks to neuroscientific findings, we
know the impact of educational systems and environments on brain development,
neuroplasticity, and personalised learning. Research in cognitive science
suggests that learning is most effective when tailored to individual needs,
experiences, and neural pathways. Early sensory experiences, for instance, can
shape the brain’s architecture to foster cognitive growth (Kuhl & Ramirez,
2019), and enhance creativity and problem-solving abilities (Hardiman, 2019),
while also reducing stress (Caine & Caine, 1990). Psychological research
further underscores the the role of individual sensemaking in how teachers
engage with and students internalize learning experiences. A
post-constructionist approach to teaching (Roth et al., 2014) emphasizes the
inseparability of theory and practice, and the fusion of the learner with the
learning ecosystem in which the educational experience unfolds (Rivoltella,
2021). In this paradigm, physical and virtual environments interact in a
personalised and flexible way, providing an integrated learning experience for
both students and teachers (Fissore & Marchisio, 2020).
REN
Conference aims to offer the space and opportunities to explore these shifts
and envision the future of learning. The event will bring together educators,
researchers, policymakers, and innovators to share insights, propose solutions,
and foster collaboration in shaping the education systems of tomorrow.
Join us in
shaping the future of education and contributing to a meaningful dialogue on
this transformative journey. Together, we can build an educational scenario/landscape
that is adaptive, inclusive and prepared for the challenges of tomorrow.
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PATROCINIO