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The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [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 offers a translation of a short writing by Maria Montessori in which the pedagogist expresses her thoughts regarding the use of technologies in education. The paper is not intended to provide an interpretation of Maria Montessori's thought in relation to this topic, but to offers a reading of the current policies and practices of technology in education. A reflection is proposed to analyze the current state of educational technologies from the Pedagogist's teachings. Therefore, a critical reading of the present is proposed, starting from history, but with an eye toward the future [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) is rapidly evolving and changing the way we live and work. The goal of this technology is to create systems that can mimic certain human capabilities such as, for example, natural language processing (NLP, Natural Language Processing), generating content, composing music etc. through the use of advanced algorithms and large amounts of data. In the educational sector, AI systems such as chatbots and AI-based learning platforms are raising many inter- questionings on how they can be potentially used. This paper will present some of the most recent national and international news articles that show how heated and counterintuitive the debate is, still in its infancy, on the use of AI in school and academic tracks. [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]

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]