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.