Starting from a critical analysis of ASviS (2024) and ISTAT (2023) data, this paper offers a reflection on the significant challenges facing the Italian education system, such as high dropout rates, insufficient lifelong learning opportunities, and serious gaps in digital competencies. Following Pellerey’s (2019) pedagogical perspective, it is essential to adopt integrated educational strategies that foster cognitive, socio-emotional, and metacognitive skills—key to effectively supporting the ongoing digital and ecological transitions (Ali, Sorrentino, & Martiniello, 2023). There is, therefore, an urgent need for a structural educational intervention capable of engaging schools and universities synergistically, in order to ensure quality, inclusiveness, and sustainability in education (Rivoltella, 2024).
TOWARDS 2030: ASVIS AND ISTAT DATA AS AN URGENT CALL FOR INCLUSIVE, SUSTAINABLE, AND QUALITY EDUCATION IN LINE WITH GOAL 4
Martiniello, L.
2025-01-01
Abstract
Starting from a critical analysis of ASviS (2024) and ISTAT (2023) data, this paper offers a reflection on the significant challenges facing the Italian education system, such as high dropout rates, insufficient lifelong learning opportunities, and serious gaps in digital competencies. Following Pellerey’s (2019) pedagogical perspective, it is essential to adopt integrated educational strategies that foster cognitive, socio-emotional, and metacognitive skills—key to effectively supporting the ongoing digital and ecological transitions (Ali, Sorrentino, & Martiniello, 2023). There is, therefore, an urgent need for a structural educational intervention capable of engaging schools and universities synergistically, in order to ensure quality, inclusiveness, and sustainability in education (Rivoltella, 2024).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
