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Metacognitive involvement in activities and critical thinking are the soft skills students require as a basic adaptation resource in information environment at university, in life, and at work. This research explored the correlation between metacognitive involvement and critical thinking which university students of technical specialties used to navigate information environment. The study involved 58 male and 12 female fourth-year students (21.26 ± 0.47 y.o.) of the Penza State University, Penza, Russia. The list of methods employed included scientific review, survey, testing, and Spearman’s correlation analysis. The survey involved the following questionnaires: Metacognitive Involvement in Activity (G. Schraw, R. Dennison, 1994; eight-factor version by E. I. Perikova, V. M. Byzova, 2022); Critical Thinking Test (J. Kincher, 1990); author’s own questionnaire of Students and Information Environment (N. N. Krylova, 2024). The correlation analysis revealed strong relationships between nine indicators of metacognitive involvement in activities and critical thinking (p ≤ 0.001 and p ≤ 0.01). The Structure of Error Correction factor of metacognitive involvement depended on such a parameter of information environment as the input intensity. The metacognitive involvement in activities correlated with the students’ assessment of mental and information load in the curriculum, e.g., the Metacognitive Knowledge factor correlated with the mental and information load in Physics and Mathematics while the Error Correction Structure factor was associated with the load assessment in technical disciplines. In addition, some individual parameters of information environment correlated with the students’ assessment of mental and information load. In this study, metacognitive involvement in activities correlated with critical thinking in university students as they interacted with information environment because these phenomena are not isolated psychologically from each other.

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Today, after the family, the school is the first institution in which children experience the implementation of social rules and the behaviors that follow from them. It is useful, therefore, to insert paths that favor the consolidation of a system made up of rules, inspired by the principles of transparency, fairness and solidarity, which can be the first and most effective lesson of democratic legality. In this perspective, teaching activities can appropriately refer to the programmatic contents of the disciplines which, not only with regard specifically to civic education and law, but also with regard to other cultural areas, are bearers of explicit information and formative experiences. Particular attention is paid today to the planning of “Percorsi per le Competenze Trasversali e l’Orientamento” [Paths for Soft Skills and Guidance] (PCTO), which will also have an implicit educational value, that consisting in showing, through field experiences, the convergence of multiple cultural interests towards the purpose of education to legality.

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

University collegiate residence halls are closely linked to the birth of the great European universities and played a crucial role in forming the cultural, political, and ecclesiastical elite for centuries. However, the evolution of these institutions in Europe has been diverse, varying their importance in the different educational systems. This research compares two institutions: the Italian Collegi di Merito and the Spanish Colegios Mayores Universitarios. Through analyzing primary and secondary documentary sources, a comparison is made around four dimensions: legislative, demographic, formative, and differential value. The results affirm the relevance and pertinence of these institutions in the European context of Higher Education, enrich the educational practices of these institutions, and offer new study prospects for research on the academic potential of university accommodation. In conclusion, Italian and Spanish university colleges provide a space for resistance to the excessive professionalization of Higher Education.

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This contribution is inspired by the main topics covered in the Manifestos on the future of Laboratory Medicine published some years ago. The Manifestos suggest the way to improve diagnosis and treatment pathways, reorganising Laboratory Medicine Services according to a patient-centred vision, where economic sustainability and the search for clinical outcomes must complement each other. The centrality and role of Laboratory Medicine professionals emerged well during the pandemic context, which forced many healthcare services to implement rapid reorganisations in different sectors and disciplines. The creation of new diagnostic processes that had never existed before, highlighted the need for a greater focus on clinical risk management to work safely.To be able to manage all structural, organisational, and technological changes, it is necessary to develop specific skills in terms of knowing, knowing how to be, knowing how to do and knowing how to act, applied specifically to each individual instance or situation that arises. With this in mind, more and more Laboratory Medicine professionals need to combine their professional skills and knowledge, 'hard skills', with so-called 'soft skills', or transversal skills, that comprise personal, interpersonal and communication skills, which are fundamental and indispensable nowadays to "actually facilitate more efficient teamwork and promote active involvement in multidisciplinary teams". [ABSTRACT FROM AUTHOR]

The pandemic crisis period we have been going through has made it abundantly clear that the training system needs to be strengthened in terms of life skills. The aim of this paper is to demonstrate the importance of strengthening individuals' life skills, which in the digital-human ecosystem in which we are immersed are increasingly digital soft skills. This awareness requires the promotion of Digital Wellbeing as an educational territory that has not yet been responsibly presided over. [ABSTRACT FROM AUTHOR]

Demand for skills building is increasing more than ever and it has only been accelerated by the COVID-19 pandemic. Digitalisation and globalisation are the driving factors, thus requiring not only digital skills but also soft skills. New and ever-changing contexts require new and flexible training approaches. Performative teaching and learning has proven to be instrumental in helping to develop emotional and social skills, but it is best suited for face-to-face pedagogical contexts, or is it? This article will describe the elements of a workshop that aimed to train soft skills. It was inspired by an online training module in which the teachers applied a performative approach to train digital skills. The module was an integral part of an innovative, interdisciplinary, and interactive workshop, Active Learning Lab (ALL-EM), organised at Ca’ Foscari University. An abridged and adapted version of this workshop was presented at the 8th Scenario Forum Sore back, square eyes? Going performative in digital teaching and learning spaces (18/19 June 2021, online).

The paper introduces exploratory research that examines the effects of participation in interdisciplinary and international service-learning in forest fire management. Service-learning was interpreted as an educational device capable of supporting employability pathways within higher education. This theoretical proposition informed qualitative research that collected students’ perceptions of their service-learning experience. The research findings confirm the positive relationship between service-learning participation and the development of key soft skills. Moreover, the findings indicate how service-learning participation fosters labor market knowledge and skills, and opportunities for identifying and exploring academic and professional opportunities and cultivating authentic relationships. Service-Learning internazionali per la gestione degli incendi boschivi e l’employability nell’alta formazione: una ricerca qualitativa. Il contributo presenta una ricerca esplorativa che esamina gli effetti di partecipazione a progetti di service-learning interdisciplinari e internazionali sulla prevenzione degli incendi. Il service-learning è qui interpretato come un dispositivo educativo capace di sostenere percorsi di employability all’interno di contesti europei di alta formazione. Questa prospettiva teoretica è il punto di avvio di questa ricerca qualitativa che ha raccolto le percezioni degli studenti sull’esperienza di service-learning a cui hanno partecipato. I risultati dello studio confermano il rapporto positivo tra la partecipazione al service-learning e lo sviluppo di soft skills. Viene inoltre rilevato come questa partecipazione possa favorire l’acquisizione di conoscenze e competenze sul mercato del lavoro, per identificare ed esplorare opportunità accademiche e professionali post-laurea e coltivare relazioni autentiche utili alla pianificazione continua del proprio percorso professionale e personale.

The study presents a systematic literature review on Service-Learning (SL) and soft skills in higher education. The findings are presented according to three macro-areas: the first explores the reasons for universities to support SL in the development of students’ soft skills by analysing the theoretical frameworks and definitions used; the second area investigates the SL contexts and application models, the impact scale, the quality standards and the main challenges for the actors involved; finally, the third area explores the current state of the art of the research reporting on the methods and procedures as well as any findings and relevant challenges. This study provides insights on how SL reduces the gap between significant dichotomies in higher education. Service-Learning e soft skills nell’istruzione superiore: una revisione sistematica della letteratura. Lo studio presenta una revisione sistematica della letteratura su Service-Learning (SL) e soft skills nell’istruzione superiore. I risultati vengono presentati in relazione a tre macro-aree: la prima esplora le ragioni che spingono le università a sostenere il SL per promuovere lo sviluppo delle soft skills negli studenti universitari, analizzando i quadri teorici e le definizioni fornite; la seconda area analizza i contesti e i modelli di applicazione del SL, la scala di impatto, gli standard di qualità e le principali sfide per gli attori coinvolti; infine, la terza area esplora lo stato dell’arte della ricerca su SL e soft skills, riportando metodi e strumenti utilizzati, gli esiti e le sfide più rilevanti. Lo studio permette di evidenziare in che modo il SL riduce il divario tra importanti dicotomie nell’istruzione superiore.

Quando nella primavera del 2020 la pandemia da Covid-19 ha raggiunto il territorio italiano, il comitato scientifico del Campionato Nazionale delle Lingue ha deciso di interrompere immediatamente la manifestazione, giunta ormai alle fasi semifinali, e di rivedere completamente l’organizzazione dell’undicesima edizione, prevista per l’Anno Scolastico e Accademico 2020/21. Con l’intenzione di “mettere in pausa la competizione e in scena le competenze,” il Centro Linguistico d’Ateneo dell’Università di Urbino ha dunque deciso di non sospendere l’efficace canale di comunicazione avviato con gli istituti di istruzione secondaria e di sviluppare e promuovere la realizzazione di un progetto didattico che potesse risultare stimolante e utile per il pubblico scolastico che, in questi ultimi anni e oggi più di sempre, è costantemente alla ricerca di risorse online di qualità e di alto profilo. Come vedremo in questo saggio, porre attenzione all’analisi del contesto, lavorare in sinergia con il territorio, adottare in tempi rapidi azioni di sistema in grado di affrontare la sfida della formazione a distanza e progettare interventi mirati sono divenute priorità del CLA di Urbino che in quest’ottica ha sviluppato il Percorso per le Competenze Trasversali e l’Orientamento “Dream Big, Fly High: the English Language as a Bridge to Your Dream Job,” progetto CLIL racchiuso in nove moduli. Scopo del percorso è stato quello di aiutare gli studenti a comprendere che la lingua inglese non è altro che un tool, uno strumento, e che basta decidere di sfruttarlo al meglio, senza ansia da prestazione, per fare un grande passo in avanti verso il raggiungimento dei propri obiettivi con ottimismo, entusiasmo e sviluppando una consapevolezza che renda più forti.

Nella contemporanea società liquida, l’orientamento diventa sempre più una componente strutturale dei processi educativi, correlata al compito istituzionale del sistema scolastico: “insegnare ad apprendere”. L’indagine campionaria realizzata ha voluto fare il punto sullo stato dell’arte in Calabria dopo otto anni dalla diffusione delle Linee guida nazionali per l’orientamento permanente. Dalla ricerca emerge una situazione piuttosto disomogenea, in cui solo alcuni I.C. si sono impegnati nel potenziamento delle competenze orientative di base e nel sostegno alla progettualità individuale dei discenti con specifiche azioni di accompagnamento non curriculari/disciplinari. Di recente il Miur ha rivisto e aggiornato le Linee Guida 2014 affrontando, ad esempio, alcune delle carenze emerse dalla nostra indagine, come la bassa presenza nelle scuole di “tutor dell’orientamento” con compiti organizzativi e competenze adeguate, e i pochi momenti di formazione specifica del corpo docente. Ecco, quindi, che l’orientamento diventa priorità strategica nei piani formativi del prossimo triennio scolastico destinati ai docenti di ogni ordine e grado.

Motor-sports education in the Italian primary school and its didactic and organizational issues have long been a central theme of the political and scientific debate; however, the various actions carried out so far have not been sufficient to recognize properly educational content and methods, often reducing the time of curricular physical education or the design experiences of motor and sports literacy to simple physical-technical exercises. This study, through archival research with a documentary approach, aims to extrapolate from the thematic nuclei of the national indications for the primary school curriculum those methodological elements that can contribute to a better motor education sport in the age group 6-11 years. The proposals identified are aimed at fostering both the development of technical-tactical skills of sports disciplines adapted to age, and the transversal inferences on social skills (key competences).

The study «Complexity Literacy with PCTO (Paths for Soft Skills and Orientation) in the Second Primary School Cycle», PTA INDIRE 2022/2024, is also aimed at promoting learning the interconnection that uses the local and workplace resources with basic teaching, the purpose being to teach how to «inhabit» complexity. The article reports on the results of the project's first year, analyzing the initiative carried out in a national pilot activity. Using the pre-experimental approach and the evaluative-qualitative approach of research-action and researchtraining, questions to teachers and students confirm the initiative's sustainability and the increase in student competence and motivation. [ABSTRACT FROM AUTHOR]

The 2030 Agenda has among its sustainability goals the promotion of health and well-being. These goals seem to depend on disparate interdependent factors, including psychological well-being, the ability to self-determine, and the social cohesion of the context in which an individual grows and develops. Cultural participation seems to be an effective response to this challenge, as it can promote the development of personal and social skills. In the present article it is, therefore, analyzed how active and/or passive participation in cultural activities can represent an interesting educational ground for promoting well-being through the development of soft skills. At the same time, the neurobiological effects of such enjoyment and an examination of the most effective pedagogical interventions are reported. Il ruolo della cultura nel potenziare il benessere e le soft skills: da partecipazione passiva ad attiva. L’agenda 2030 ha tra i suoi obiettivi di sostenibilità la promozione della salute e del benessere. Questi obiettivi sembrano dipendere da disparati fattori interdipendenti tra loro, tra cui il benessere psicologico, la capacità di autodeterminarsi, nonché la coesione sociale del contesto all’interno del quale un individuo cresce e si sviluppa. La partecipazione culturale sembra rappresentare una risposta efficace a questa sfida, in quanto in grado di promuovere lo sviluppo di competenze personali e sociali. Nel presente articolo è, quindi, analizzato come la partecipazione attiva e/o passiva alle attività culturali possa rappresentare un interessante terreno educativo per promuovere il benessere attraverso lo sviluppo di soft-skills. Allo stesso tempo sono riportati gli effetti neurobiologici di tale fruizione ed una disamina sugli interventi pedagogici più efficaci.

Recently there has been a wide debate on the role of so-called noncognitive skills, a misnomer for the personal skills needed to cope positively with personal, social and professional life. In this contribution an attempt is made to clarify their meaning, prospect their development and possible evaluation. Reference is made in this framework mainly to the world of work, in which they are more specifically referred to as soft skills. Sulle competenze, e in particolare su quelle personali dette spesso soft skills: il loro ruolo nel mondo del lavoro. Recentemente si è sviluppato un ampio dibattito sul ruolo delle cosiddette competenze non cognitive, espressione impropria per indicare le competenze personali necessarie per affrontare positivamente la vita personale, sociale e professionale. In questo contributo si cerca di chiarire il loro significato, prospettare un loro sviluppo e una loro possibile valutazione. Si fa riferimento in questo quadro soprattutto al mondo del lavoro, nel quale esse sono più specificatamente denominate soft skills.

After an analysis of the relation hard skills vs soft skill, the topic of soft skills is deepened in its genesis. The thesis supported here is that soft skills are objectively linked with general popular cultur of which the high formative implication are highlighted, according to the neo-humanistic perspective of liberal education, outlined by Humbold, and brought back in the XX century by the German pedagogist Kerschensteiner and by our Salvemini, whose positions are discussed, at a theoretical level, on the nature of classical studies. Soft skills e cultura generale. Dopo averlo analizzato in rapporto alle hard skills, il tema delle soft skills viene approfondito nella sua genesi. La tesi, qui sostenuta, è l’esistenza di un legame oggettivo con la cultura generale. Di essa vengono messe in evidenza le elevate implicazioni di ordine formativo secondo la prospettiva neo-umanistica della liberal education, delineata da Humbold e ripresa nel XX secolo dal pedagogista tedesco Kerschensteiner e dal nostro Salvemini, del quale vengono discusse le posizioni, a livello teorico, sulla natura degli studi classici.

Learning and assessing new skills is a challenge in education that teachers must take up primarily, playing a key role in the educational success of each student. With this perspective, soft skills (or transversal skills) are often considered of secondary importance, instead, if developed properly, they are among the skills required in the world of work, as well as in the purely educational world. Such skills, activated and enhanced through an innovative tool such as gamification, could be an answer to this gap. Serious games, in fact, are not only a means of entertainment or playfulness but are increasingly finding their place in the educational field. La gamification come strumento di apprendimento e di valutazione delle competenze trasversali a scuola. L’apprendimento e la valutazione di nuove abilità rappresentano una sfida nel settore educativo che deve essere colta principalmente dai docenti, giocando, questi, un ruolo fondamentale nel successo formativo di ciascuno studente. In quest’ottica, le soft skills (o abilità trasversali) vengono spesso considerate di secondaria importanza, invece, se sviluppate adeguatamente, rientrano tra le competenze richieste nel mondo del lavoro, oltre che in quello prettamente scolastico. Tali abilità, attivate e potenziate attraverso uno strumento innovativo quale la gamification, potrebbero rappresentare una risposta a questa lacuna. I serious game, infatti, non sono solo un mezzo di intrattenimento o ludico ma trovano sempre più spazio in ambito educativo.

Le Soft skills sono di fondamentale importanza nell’espletamento di tutte le attività lavorative, in particolare dell’insegnamento, perché fortemente connesse alla qualità e agli atteggiamenti personali e alle abilità sociali e gestionali. Anche in ambiente scolastico, pertanto, le Soft skills sono necessarie per interpretare e comprendere situazioni complesse nella progettazione di percorsi didattici utili a valorizzare le qualità personali degli alunni (Ngang, Yie & Shahid, 2015). Difficili da riconoscere, quantificare, valutare e sviluppare, questo lavoro si propone di indagare sulla autopercezione che ne hanno gli insegnanti della scuola dell’infanzia e della scuola primaria in formazione. La consapevolezza delle proprie competenze trasversali, oltre che favorire la personale crescita professionale nei giovani insegnanti, li prepara a tener conto di questa importante dimensione nei loro futuri alunni e progettare azioni didattiche volte al loro potenziamento.

As soft skills são competências não técnicas que influenciam o sucesso laboral. A sua importância é cada vez mais destacada no mundo organizacional, pois contribuem significativamente para o bom desempenho e o desenvolvimento do percurso profissional. Verifica-se, no entanto, uma lacuna no que concerne ao seu estudo nas profissões que envolvem uma relação de ajuda, como no caso da Intervenção Precoce na Infância (IPI) implementada numa perspetiva centrada na família por equipas multiprofissionais. O presente estudo tem como objetivo construir um questionário que permita avaliar a importância das soft skills para os profissionais de IPI, bem como perceber o seu domínio sobre estas competências e a respectiva utilização no desempenho profissional. O questionário foi constituído a partir uma ampla lista de soft skills referidas em literatura científica, sendo chamados especialistas para avaliar a clareza do conceito e a sua pertinência para a prática de IPI. O estudo contou com a participação de 8 especialistas portugueses. De modo geral, as soft skills obtiveram percentagens altas em ambos os critérios, no entanto, após a avaliação dos participantes, foram excluídas três competências da lista inicial, adicionada uma e doze foram alvo de revisão, resultando um total de 48 itens no questionário final.

This this work intents to focus on the debate discussing the relationship between merit and skills. Enhancing the role of feedback and extend the assessment of transversal skills to improve students' educational success and the development of personal development. The tools proposed promote group work and feedback in the educational process and help teachers developing and applying design-based lesson units.

INTRODUCTION The development of PET radiopharmaceuticals suitable for the identification and in vivo quantification of β Amyloid plaques has been the focus of intense research, representing a useful means for the non-invasive detection of β Amyloid plaques in subjects affected by the Alzheimer's disease (AD). The purpose of this article is to provide a general overview of the application of PET radiopharmaceuticals currently available for in vivo imaging of β amyloid plaques. The aim is therefore to describe the chemical and synthetic characteristics of the main radiopharmaceuticals currently used in in vivo amyloid imaging and to provide a technical description of the acquisition protocols, always keeping the patient at the center of each step. MATERIALS AND METHODS Radiopharmaceuticals for PET imaging of amyloid β include two broad classes: planar hetero aromatic compounds and alkenes analogs. Among the former are 11C PiB and 18F Flutemetmol. While among the analogues of alkenes, the most used are the following two radiolabelled compounds: [18F] Florbetaben; [18F] AV-45, Florpyramine, [18F] Florbetapir. A suitable and standardized protocol depending on the radiopharmaceutical used together with technical precautions and good communication with the client, contribute to the good quality of the service offered, both in terms of efficacy and safety of the treatments. It is important to have a professional attitude aimed at active listening, to formulate short, precise sentences, composed of simple and clear words, to speak slowly and to give time to respond. The patient with demented syndrome needs a relaxed and non-judgmental environment. Current PET / CT on the market are equipped with tools such as automatic exposure control and iterative algorithms, useful for reducing and optimizing the radiation exposure, the scan parameters may vary depending on the type of scanner. In clinical practice it is commonly used to use 120 KV and 60-100 mA, to obtain a suitable attenuation map and morphological localization. The PET scan is reconstructed using a 256 × 256 matrix using an iterative algorithm with a Gaussian low-pass filter. Both PET and CT data are constructed with a 25-30cm FOV. CONCLUSIONS The radiopharmaceuticals currently available must be known for their respective specifications by the technologist, in order to guarantee the correct acquisition and compliance with the exam timing. An adequate implementation of technical skills and soft communication skills makes an appropriate context for the delicate balance of AD patients, having the patients and their specific needs at the center of health care.

INTRODUZIONE Lo sviluppo di radiofarmaci PET adatti all’identificazione e alla quantificazione in vivo delle placche di β Amiloide è stato al centro di intensi sforzi di ricerca, rappresentando un utile mezzo per il loro rilevamento non invasivo nei soggetti affetti da malattia di Alzheimer. Lo scopo di questo articolo è quello di fornire una panoramica generale sull’applicazione dei radiofarmaci PET oggi disponibili per l’imaging in vivo delle placche di β amiloide. L’obiettivo quindi, è quello di illustrare le caratteristiche chimiche e di sintesi di tali e fornire una descrizione tecnica dei protocolli di acquisizione, mantenendo sempre il paziente al centro di ogni passaggio. MATERIALI E METODI I radiofarmaci per l’imaging PET della β amiloide si dividono in due grandi classi: i composti planari etero aromatici e gli analoghi degli alcheni. Trai i primi si annoverano il 11C PiB e il 18F Flutemetamol, mentre tra i secondi i più utilizzati sono i seguenti: [18F] Florbetaben; [18F] AV-45, Florpiramina, [18F] Florbetapir. Un protocollo idoneo e standardizzato a seconda del radiofarmaco utilizzato unitamente ad accortezze tecniche e a una buona comunicazione con l’assistito, contribuiscono alla buona qualità della prestazione offerta, sia in termini di efficacia che di sicurezza delle cure. Nei confronti dell’utente è importante avere un atteggiamento professionale volto all’ascolto attivo, formulare frasi brevi, precise, composte da parole semplici e chiare, parlare lentamente e dare tempo per rispondere e risolvere eventuali dubbi. Il paziente affetto da demenza necessita di un ambiente rilassato e non giudicante. Le attuali PET/TC in commercio sono dotate di strumenti quali il controllo automatico dell’esposizione a radiazioni ionizzanti e algoritmi iterativi, utili a ridurre e ottimizzare l’esposizione; inoltre i parametri di scansione possono variare in funzione del tipo di scanner. Nella pratica clinica è di uso comune utilizzare 120 KV e 60-100 mA, per ottenere una buona mappa di correzione dell’attenuazione e localizzazione morfologica. La scansione PET viene ricostruita su una matrice 256×256 utilizzando un algoritmo iterativo con filtro passa-basso gaussiano. Entrambi i dati PET e TC sono costruiti con un FOV di 25-30 cm. CONCLUSIONI I radiofarmaci oggigiorno disponibili devono essere conosciuti per le rispettive specifiche dal TSRM, al fine di garantirne la corretta acquisizione e rispetto delle tempistiche. Una adeguata implementazione delle competenze tecniche e delle soft skills comunicative crea un contesto adeguato al delicato equilibrio dei pazienti affetti da AD, ponendo la persona e le sue specifiche necessità al centro dell’attività sanitaria.

Musical activities play an important role in the life of modern universities, and are internationally recognized as a strategic and defining element of university policy, also from the point of view of the cultural education of students. The best universities around the world are committed to designing, supporting, managing and coordinating musical initiatives within the academic community, and are setting up appropriate organizational structures for this purpose. This contribution addresses the issue in relation to the Italian situation, also in view of the so-called "Third Mission".

This article intends to reflect on the topic of in-service training starting from the changes affecting early childhood services. It formulates a training proposal that starts from a context of supervision that assumes as structuring dimensions the heuristic and reflective competence, in the perspective of an educator «practical researcher», able to build knowledge from reflection on experience.

Italy is recording a higher school dropout rate than the rest of Europe. The pandemic context is increasing the problem, highlighting a probable weakness in the solutions in favor of the motivation to study, especially with respect to the more fragile segments of the population. This over time translates into a greater difficulty of the new generations to enter positively in the world of work with a consequent increase in juvenile deviance. The article aims to present the ways in which two Italian structures in the context of the Friuli Venezia Giulia region are responding to the problems set out. The question to be answered is: are there alternative training methods with which the difficulties of the current school system can be overcome in including the groups of young people with greater fragility?

This work intents to focus on the debate discussing the relationship between merit and skills. Enhancing the role of feedback and extend the assessment of transversal skills to improve students’ educational success and the development of personal development. The tools proposed promote group work and feedback in the educational process and help teachers developing and applying design-based lesson units. [ABSTRACT FROM AUTHOR]

We present a report about the first Italian Youth Debating Championship (IYDC, Campionato Italiano Giovanile di Debate 2021) from an organizational and management perspective. We show the complexity of the event’s implementation and the importance of managing information and communication technologies. We underline that the IYDC has been recognized not only by the participants but also officially by the European Commission and the European Parliament, as a powerful method to improve participants’ soft skills and active citizenship. While the IYDC would not have been conceivable and viable before the COVID-19 pandemic, as organizers of informal education activities, we are convinced that the innovative educational model presented in this paper will continue to spread even after the pandemic ends.

Actualmente en las empresas, tanto para los equipos líderes o directivos como para los propios trabajadores en su conjunto, se empieza a trabajar con estrategias de inteligencia emocional, con el objetivo de mejorar el clima y el rendimiento laboral. Competencias tales como la autoconciencia o Mindfulness, autogestión de las emociones, confianza en uno mismo, empatía, orientación hacia el logro e iniciativa emprendedora, junto con habilidades sociales indispensables para su propia conexión con el entorno, son las bases del éxito de un equipo de trabajo. Basándonos en esta nueva tendencia del desarrollo de soft skills en las empresas, no podemos olvidar que la educación es la base para la adaptación del individuo a la nueva sociedad y a las últimas tendencias sociales y para la inserción laboral del mismo atendiendo a los nuevos entornos laborales. Es por ello, que, teniendo en cuenta que en la etapa de la Formación Profesional, independientemente de la familia formativa, se educa para la inserción laboral tanto por cuenta ajena (módulo de Formación y Orientación Laboral) como por cuenta propia (módulo de Empresa e Iniciativa Emprendedora), debemos formar a docentes capaces de fomentar y trabajar la inteligencia emocional de nuestro alumnado, capacitándolos con las soft skills necesarias para ser jóvenes con iniciativa emprendedora tanto para la creación de nuevas formas de negocios y de emprendimiento, como para ser futuros intraemprendedores y trabajadores de éxito para las organizaciones, para la sociedad y para ellos mismos como personas.

Networking is a strategy that aims to manage one's relationships and connections in order to acquire information informally, in particular about possible job prospects that are not advertised. Without a solid network of contacts, people looking for a job will meet greater obstacles along the path to employment. In Italy specifically, the majority of professional opportunities are not publicized but spread by word of mouth. The focus of this research is to describe how networking is perceived and used by participants in outplacement programs in order to assess its possible use as a strategy to find new jobs. The questionnaire examines the three dimensions of networking (intensity, quality and attitude), apart from communication skills, self-efficacy, proactiveness and resiliency. The research, carried out in collaboration with Intoo, outplacement service leader in Italy, involved 146 unemployed people with an average age of 46.94 years. The study revealed significant differences in two networking dimensions: intensity in relation to gender and attitude with the last role held by the participants. No significant difference emerged with regard to age, education and the period from the beginning of the program to the networking dimensions. These dimensions present positive and significant correlations with the personality constructs. The implications and limits of the research are discussed. [ABSTRACT FROM AUTHOR]

Recent reports have suggested that many employees in the labour market today lack essential soft skills. Yet, the specific relevance of these skills for particular job occupations is still to explore. We investigated perceptions of skill requirements and their development potential reflected against cultural impacts, using close interviews of 64 managers at firms in different fields of industries in Italy and Finland. Managers reported that, due to heightened competitive pressure, specific soft skills, particularly Work in team and flexibility to develop, are becoming increasingly important. The study indicates that the perceived significance of soft skills seems to vary according to the working environment and occupation. Furthermore, some soft skills seem to have a higher potential for development and thus suggested to be implemented in the university curricula. The paper concludes that a country characterized by working environments conducive to the development of soft skills, must however promote research for the identification and relevance of the skills themselves.

Communication skills are among the top generic (soft) skills required by employers today worldwide. The major question this paper strives to answer is: what are the real work related communication skills that university students need to develop? It also focuses on determining the extent to which these needs match the objectives listed in the ESP for Business courses syllabi offered at the Language Centre (LC) at the South East European University (SEEU) in the R. Macedonia. At present at the LC at SEEU the same syllabi and the same teaching materials are used for teaching Business English to full-time undergraduate students with no previous working experience and to part-time undergraduate students, majority of whom are employed and have previous working experience. Currently, most emphasis in these courses is placed on developing speaking as a skill at the expense of slightly neglecting the development of business writing as a skill. This paper summarizes and reports on the findings from a small scale field research surveying the work-related communication needs of 20 employed undergraduate part-time students attending basic skills English courses at the LC at the SEEU as preparation for subsequent ESP for Business courses. An anonymous questionnaire was used as the main data collection instrument. The survey revealed that interpersonal oral communication was ranked as number one priority by the participants. This practical research paper rooted in the author’s daily teaching practise should be of interest to ESP for Business teachers constantly revising and improving the syllabi striving to create an ESP for Business course tailored to their students’ real needs.

Soft skills are defined as socio-emotional abilities, important for personal development, social participation, academic and work achievement, and are ideally opposite to specific technical skills. University is today called to adapt to the demands of a complex and mutable labour market, where it is important to support the graduates’ employability and to prepare future professionals who possess, in addition to technical skills, also soft skills. The University of Turin has introduced a theoretical and methodological reflection about soft skills’assessment and development in its students, through the Passport.Unito Project. According to international literature, a model of 12 soft skills was set up (Bennett et al., 1999; Heckman & Kautz, 2016): area of task (problem solving and decision making, time and space management, adoption of strategies adequate in tackling the task); area of the self (self-enhancement, emotional self-regulation, enterprise); motivational area (goal orientation, causal attribution, resilience); area of the interpersonal relationships (teamwork, communication, conflict management). The Project considers the development of a soft skills self-assessment tool (PassporTest), aimed at providing a description of the level of the different soft skills in the model. In this study are presented the validation data (exploratory and confirmatory factor analysis, reliability, validity) and the results of a first survey on a large sample of students from different University degree programs (N = 1048).

It is hard to discern among hard and soft skills as far as the competencies of professional educators are concerned, especially the socio-pedagogic ones, since these are people-oriented professions This assumption is confirmed by the analysis of the study plans and the Year Unique Forms (SUA) of the L-19 BA courses activated by Italian universities. Competenze trasversali e interdisciplinarità come contenuti core per la formazione dei professionisti dell’educazione È difficile distinguere tra hard e soft skill in relazione alle competenze degli educatori professionali, specie di quelli socio-pedagogici, dal momento che si tratta di professionalità particolarmente orientate al lavoro con le persone. Tale assunto trova conferma dall’analisi dei piani di studio e delle Schede Uniche Annuali (SUA) dei corsi di laurea L-19 attivati negli atenei italiani.

Il contributo si propone di presentare le tematiche emerse nel satellite meeting IFLA “Transforming LIS education for professionals in a global information world: digital inclusion, social inclusion and lifelong learning”, tenutosi il 30 e 31 agosto 2019 presso la Biblioteca apostolica vaticana e il Palazzo Cardinal Cesi in Roma. In particolare, si è deciso di fermare l'attenzione su specifiche tematiche relative all'educazione professionale, emerse in conseguenza alla globalizzazione, alla diffusione delle nuove tecnologie e alle trasformazioni a essa legate: la standardizzazione curricolare, per favorire la mobilità professionale; le implicazioni etiche della digitalizzazione di materiale ‘culturalmente sensibili', per favorire comunicazione, collaborazione e integrazione tra comunità; la presentazione degli insegnamenti LIS in ambito universitario, per promuovere nuovi corsi di studio e incentivare il dialogo inter ed intra istituzionale.

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Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the notion of transversal competencies. When analysing this concept, it underlines how the operations of recognition, formalization and integration of soft skills in the directory of professional or technical competencies are challenging. The two Action Research experiences presented show the complexity in implementing transversal competencies in professional contexts. However, an emphasis on transversal competencies in the process of training and in the job market is seen as essential. Riconoscere e Formalizzare le competenze trasversali nelle attività professionali e artigianali: esperienze italiane a confronto Questo articolo discute della nozione di competenze trasversali. Esso problematizza tale nozione, facendo emergere le difficoltà di riconoscimento, formalizzazione e integrazione nei repertori di competenze professionali o tecniche. La presentazione di due esperienze di Ricerca Azione evidenzia la complessità di implementare le competenze trasversali in repertori operativi all’interno dei contesti professionali, ma mostra anche come il ruolo delle competenze trasversali nel mondo della formazione e nel mercato del lavoro sia imprescindibile.

The digital management of the construction process is required for sustainability. It imposes the definition of new roles and responsibilities and – consequently – makes it necessary to introduce new professional figures that are able to perform specific organizational and management tasks and functions in the scope of BIM process management. The contribution offers food for thought on the transversal and digital skills (soft skills) required by these professional figures on the basis of a critical analysis of examples reported in the literature, experiences and changes triggered by the adoption of the BIM methodology with respect to new activities, knowledge, skills, roles and responsibilities related to the professional figure.

A different kind of higher education is needed, in the hospitality and tourism professions. It has to guarantee innovation, be able to prepare operators to benefit from the skills, tools, and knowledge arising from different disciplines like psychology, sociology, geography, anthropology, economics, and marketing. Moreover, the training paths need to be supported by human resource management policies capable of considering fresh content, innovative interpretations of roles and competencies, and consequently new career models. Development plans should be directed towards updating and integrating knowledge and skills, and they should also focus on being able to evolve and adapt to changing organizational, technological, and process conditions. Young professionals need to be educated so as to be able to enter quickly, comfortably, and effectively into the dynamics of the tourism industry, which is rapidly adapting to the globalization of the markets, given the increasing competition and changes to the traditional ways of working as well as the functional structures of organizations. Now more than ever before, such dynamics need to bring the relationship between market and consumer back into the center, understanding its complexity while resolving it with simplicity. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)