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If the materials preserved in the archives of popular writing (letters, diaries, memoirs, autobiographies, postcards, photographs, etc.) make it possible to rethink and reconstruct the great events of the past from the point of view of those who experienced and suffered them first hand, through which tools will it be possible to rethink and reconstruct the present time? What will be the future of the archives of popular writing? Will they begin to focus on collecting new types of personal testimonies? This paper presents an exploratory study aimed at understanding whether the use of digital platforms favours the performance of uses and educational activities comparable to those developed through the use of the writings of ordinary people. Specifically, attention has been paid to Instagram and its use in the digital age in order to verify whether content published in the form of stories and/or posts could be recognised as possible didactic tools aimed at 'educating' about historical knowledge. [ABSTRACT FROM AUTHOR]

Physical education, especially in the context of primary school, represents for the child the first and, in some cases, even the only structured setting in which to experiment with motor experiences that have semantic and logical connections with other learnings. It contributes significantly to promote the educational process through the perception of the bodily self, the learning of motor skills, the increase of opportunities to implement motor sequences. in which the child can be fully involved not only on the physical-motor level but also on the cognitive, emotional, and social level. In this context, the aim of this paper is to highlight how, through a conscious pedagogical action oriented towards the proposal of significant motor experiences and the acquisition of new skills, it is possible to promote an adequate didactic planning capable of attributing the right value to motor action. [ABSTRACT FROM AUTHOR]

The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]

The right to education in prison offers a chance for human growth in a complex and dehumanizing environment. However, the peculiarities of prison systems, together with past experiences of school failure, can constitute significant obstacles to knowledge access. To enhance accessibility, participation, and achievement, even within prisons, it is necessary to review teaching practices. This paper aids in the reconsideration of the teaching of mathematics for incarcerated adults or young adults. Drawing on Paulo Freire’s theories, we analyze the dialogues with and among prisoner students about mathematics. [ABSTRACT FROM AUTHOR]

In this paper we present “Revita”, a language learning system designed at the University of Helsinki and available for free online. In particular, we focus on features for Russian language learners and teachers, showing how the tool can be a valuable aid for both self-study and classroom work. [ABSTRACT FROM AUTHOR]

This paper presents objectives and contents of a teaching unit carried out with a 5th grade class at "Carlo Alberto" Classical and Linguistic High School in Novara, in the second semester of the school year 2021-2022. [ABSTRACT FROM AUTHOR]

In foreign language teaching, the study of place names provides an opportunity for cooperation of several branches of knowledge and can tell us much about major socio-cultural influences on communities of speakers. Introducing placenames in language teaching can give students tools for thinking about how places get named, following a cross-disciplinary approach. This paper concentrates on English language toponymy, due to the world-wide presence of English-speaking communities. Starting with a brief presentation of the relevant terminology, it illustrates the main historical factors shaping English toponymy and offers a series of suggestions for cross-disciplinary projects and activities in English language and culture teaching. [ABSTRACT FROM AUTHOR]