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The article examines education in the information age, proposing an informational perspective. By analyzing the epistemology of informational learning, I offer a framework for understanding how individuals acquire knowledge, highlighting the role of design and models in active and constructive learning. Following this, the paper presents the UDL and ODDE educational models, outlining their key features and potential contributions. I then showcase the practical application of these models through case studies focusing on the use of AI to develop personalized learning tools and inclusive environments. I propose EIML as a competence to address the abundance of information in learning and the need for the concept of reciprocity. [ABSTRACT FROM AUTHOR]

This paper aims to conduct an at-tentative analysis on the challenges and opportunities sot-tended to prepare future generations so that they can easily adapt in a learning context characterized by constant fluidity and evolution. The School, initially oriented toward the unidirectional transmission of knowledge, is undergoing a process of redefinition of its status, configuring itself as an entity of a cultural and educational nature within the society of Conoscence. This metamorphosis requires a wideranging approach capable of recognizing and affronting, with adequate depth, the intricate human dynamics that shape the process of adoption and condition the effectiveness of digital technologies in education. [ABSTRACT FROM AUTHOR]

The contribution explores the intricate relationship between science and the humanities, emphasising the significant role of dreams and poetry in inspiring technological innovation. It delves into the historical context in which scientific discoveries and artistic expressions have mutually shaped human civilisation. The discussion emphasises the need to integrate scientific rigour with humanistic depth to promote a holistic understanding of the world and address complex global challenges. Examining examples such as D'Annunzio's poetic interpretation of technology and the broader cultural impact of scientific progress, the paper argues for a more unified approach to education and thinking, merging the analytic with the creative to cultivate responsible and empathetic individuals. [ABSTRACT FROM AUTHOR]

Guidance, tailored to personal needs, is essential in shaping each person's educational and vocational path. Targeted orientation can contribute to the construction of personalized itineraries that enhance the individual's talents, expectations, and aspirations in a way that offers the possibility of pursuing goals consistent with one's inclinations. The Ministry of Education's recent guidelines aim to strengthen the link between the first and second cycles of education and training, creating a structured and coordinated guidance system that recognizes students' talents, aptitudes and inclinations. The aim is to accompany students on a personal, vocational and educational life path. This paper offers a first commentary on this, underlining the importance of the autonomy dimension of educational institutions in the next phase of implementation of the guidelines. [ABSTRACT FROM AUTHOR]

This paper explores a number of aspects of Alasdair MacIntyre’s anthropology, which is considered in its structural connection with practical rationality. Regarding the human element of this practical rationality, I will highlight its reflective nature and its development within an educational framework. [ABSTRACT FROM AUTHOR]

inglese In recent years, the issue of gender difference in scientific disciplines has established itself in the political, social, and economic debate at national and international level. Nevertheless, in the italian scholastic environment, many topics related to gender inclusion are still underdeveloped or perceived as marginal. In this paper we investigate what are the strategies that school, and therefore teachers, can implement to promote inclusion in scientific disciplines, without losing sight of the complexity of the phenomenon which requires reflection at a broader level. [ABSTRACT FROM AUTHOR]