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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]

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]