Presentation

From the Bologna process onward, all European recommendations underline the need for a comprehensive change in university education.  Learner-centered approaches are requested, implemented in integrated environments for the development of meaningful learning and lifelong skills needed  for professions and life (EHEA, Paris, 2018).

After the pandemic emergency, which highlighted critical issues but also the potential of digital integration, the university education system is now called to re-define its identity and the adequacy of its educational mission, to offer strategic solutions at the curricular, design, methodological-technological, and organizational levels.

A closer look at the complexity of the educational issues among innovation, quality, and sustainability highlights the need of a reflection on some key dimensions in transformative terms: the continuous development of skills for teaching and learning; the sustainability of teaching through the implementation of dedicated resources, tools, spaces, and facilities; the need to overcome the transmissive methodological paradigm of knowledge; the digital integration; and the enhancement of the culture of quality in the student, teaching and technical staff (EUA, 2018; 2021).

With this in mind, the present Conference intends to provide an opportunity to exchange and share reflections and experiences on some thematics that will be the basis of the working sessions:

1. theoretical lines and models for implementing the culture of quality in university education, considering people, environments, and teaching at the center of transformative processes;
2. educational research and the use of data as a contribution and support for change;
3. the didactic planning underlying curricular and teaching innovation of Study Courses through the involvement and co-responsibility of all members of the university community also within an international perspective in the framework of  the ARQUS alliance for innovative teaching;
4. the organizational and management models of structures/centers for methodological-technological innovation in teaching and the new profiles of professional skills in a faculty development perspective;
5. the design and re-design of support spaces, tools, and resources to enable the implementation of integrated learning environments aimed at developing multimedia and multimodal teaching processes. 

Prof. Marina De Rossi
Delegate for Teacher Training and Innovative Teaching 

Programme 
Programme (PDF format)