The scientific-disciplinary group is concerned with the scientific and educational activity of a historical, theoretical-epistemological and heuristic-methodological nature, aimed at providing the theoretical, procedural and empirical foundations for the development of pedagogical, educational, training, planning and instructional skills necessary for the care, growth and promotion of the person and contexts, institutions and organizations. The group includes two interrelated scientific-disciplinary fields.

The ongoing or completed research activity of the Pedagogical Area includes the following scientific-disciplinary fields (SSDs) pertaining to GSD 11/PAED-01:

• General and Social Pedagogy (PAED-01/A)
  ​​​formerly M-PED/01 General and Social Pedagogy
  This area involves scientific and educational activities of a theoretical, epistemological, and methodological nature, aimed at providing the foundational knowledge, procedures, and empirical evidence necessary to develop pedagogical, educational, training, planning, and instructional skills. These skills support the care, growth, and development of individuals and their environments, all within a democratic framework that promotes social inclusion.

  General and social pedagogy, focused on the interaction between theory and practice, integrates insights from intercultural pedagogy, philosophy of education, pedagogical epistemology, and psychopedagogy. Emphasis on formal, nonformal, and informal learning contexts extends to studies in environmental and technological pedagogy, curriculum and career guidance, teacher education and other training and care professions, pedagogy of childhood and adolescence, family education, as well as institutional, organizational, lifelong, and adult education. Additionally, it covers pedagogy related to care, emotions, relationships, and professional ethics.

• History of Pedagogy and Education (PAED-01/B)
  formerly M-PED/02 History of Pedagogy
  Scholarly and teaching activities focused on the history of education and pedagogy, including the history of schools, universities, and educational institutions; the history of didactics; special education; motor and sports education; comparative education; and the history of educational historiography. This field also covers literature and media for children and youth, explored through their historical, literary, artistic, and pedagogical dimensions.
  Methodological approaches may be both quantitative and qualitative, utilizing archival, printed, oral, monumental, iconographic, media, and digital sources. Studies consider age and gender specifics, as well as diverse cultures, political ideologies, religions, and civilizations across national and transnational contexts.
  The field also encompasses research on historical-educational heritage in both its material and immaterial forms, including memory, its public dimension, and modes of communication. Additional areas include school archives, school librarianship, school museology, educational iconography, the material culture of education and childcare practices, the history of play, and the cultural studies of educational experiences.

This scientific-disciplinary group encompasses epistemological, theoretical, empirical, experimental, and applied studies on the processes of learning and the construction and transmission of knowledge, skills, attitudes, and competencies occurring in school, socio-educational, training, play-motor, and professional contexts. Particular emphasis is placed on educational dimensions of inclusion and special education, fostering individual potential, autonomy, and critical thinking skills, forms of participation in tangible and intangible cultural heritage, as well as research on issues related to Faculty Development.

The ongoing or completed research activity of the Pedagogical Area includes the following scientific-disciplinary fields (SSDs) pertaining to GSD 11/PAED-02:

• Didactics and special pedagogy (PAED-02/A)
  formerly M-PED/03 Didactics and Special Education
  Studies and research of an epistemological, theoretical, empirical, experimental, and applied nature focus on the processes of learning and the construction/transmission of knowledge, skills, attitudes, and competencies that take place in school, socio-educational, training, recreational-motor, and professional contexts. Particular attention is given to educational dimensions of inclusion and special education, the development of individual potential, autonomy, and critical thinking skills, forms of participation in tangible and intangible cultural heritage, and research on topics related to Faculty Development.

  The group carries out research and educational-training activities in two main areas. Didactics and Special Pedagogy encompasses theoretical, methodological, and research domains related to didactics as the science of educational design (instructional and educational planning), teaching-learning processes, inclusive didactics, and motor education targeted at individuals or groups across specific age ranges throughout the life course. Key areas of investigation include: the planning and organisation of teaching actions; assessment and evaluation of learning outcomes; individualisation and personalisation of teaching and educational interventions; the construction of knowledge, including its discipline-specific features; advanced technologies, including those based on Artificial Intelligence, and their potential contributions to educational and inclusive environments and ecosystems; media ecology for promoting active and digital citizenship; inclusion of persons with disabilities and individuals experiencing social marginalisation; special pedagogy and inclusive teaching practices; initial and continuing training of early childhood educators and teachers at all levels, professional training of practitioners and specialist support teachers; and methodologies and techniques of play.

• Experimental Pedagogy (PAED-02/B)
  formerly M-PED/04 Experimental Pedagogy
  Theoretical, epistemological, and methodological research, with an applied, empirical and experimental orientation, focused on teaching–learning processes involving knowledge, skills, attitudes, and competences, with an inclusive educational perspective. Areas of research and intervention include:
  ●    collection, measurement, verification, and evaluation of background factors, processes, and learning outcomes within educational and training frameworks;
  ●    evaluation of methods, training, practices, and approaches used by educational and training professionals in formal, non-formal, and informal settings;
  ●    system-level evaluation—national and international—of the relationships among socioeconomic and cultural factors, educational policies, and the quality and equity of education and training systems;
  ●    educational, academic, and career guidance, including transitions to employment and professional requalification;
  ●    design and evaluation of multimedia learning environments and the impact of educational tools and ICT in teaching and learning systems;
  ●    methodologies and tools for educational, didactic, and assessment (docimological) research;
  ●    methodologies for the design and evaluation of interventions, processes, programmes, and education and training systems

Di seguito sono riportati i Laboratori di Ricerca che vedono la partecipazione di membri afferenti all'area Pedagogica.

Di seguito sono riportati i Gruppi di Ricerca che vedono la partecipazione di membri afferenti all'area Pedagogica.

Di seguito sono riportati i Centri di Ricerca che vedono la partecipazione di membri afferenti all'area Pedagogica.