Although the pedagogical literature has been urging in this regard for some time, teaching processes aimed at loyalty to the program and teaching units or mainly LO in terms of knowledge are still widely rooted inthe education system, from school to university. The high rates of failure and drop out from school or university (in Italy among the highest in the EU and about double those set by the “Europe 2020” objectives) remind us, however, that the challenge still requires in-depth research on the topic and maximum dissemination of outcomes, with a wider involvement of the research world in Public Engagement actions.
The call solicits research contributions of a theoretical, empirical, comparative nature with international openness and adequately documented experiences on the following topics:
- requests for change in the planning and evaluation of university learning in terms of learning outcomes;
- instances of change in the design and evaluation of learning in the non-formal context (continuous training, funded training, training for vulnerable people …);
- teacher training on planning and evaluation in terms of learning outcomes;
- training of trainers on planning and evaluation in terms of learning outcomes;
- relationship between planning in terms of learning outcomes and skills certification processes in the formal, non-formal, informal context;
- student voice research or experiences on learning outcomes.
Guest editors:
Daniela Robasto, University of Turin
Emanuela Torre, University of Turin
Roberto Trinchero, University of Turin
Language: English, Italian, French
Deadline: contributions must be received by 10 April 2022
Issue Publication: June 2022
