Panel E.04 — Fostering Every Learner’s Potential in Inclusive Classrooms through Personalisation Enhanced by Technology

Convenors Jessica Niewint Gori (INDIRE, Italy); Sara Mori (INDIRE, Italy); Alessia Rosa (INDIRE, Italy)

Keywords personalisation, technologies, AI, potential, inclusion

 

Schools today more than ever are called upon to enhance the potential and talents of everyone, to foster greater inclusivity and counteract gaps and school dropout (Indicazioni Nazionali per il Curricolo, 2012). Students’ potential can be developed through educational interventions (Sternberg & Ambrose, 2021) that can engage motivation (Gagnè, 2021), self-regulation (Duckworth, 2016) and metacognition (Novello, 2021). Personalized teaching can help develop these aspects by focusing on key elements (Fitzgerald et al, 2018). More and more central to promote in students a “conscious and thoughtful choice that enhances the potential and talents of the students” (Italian Ministry of Education, Decreto 22 December 2022, n. 328), favouring the connection between schools and the vocational pathway, as well as contributing to the reduction of early school leaving. The concept of personalization of teaching and learning contemplates the set of educational and didactic actions whose main purpose is to enhance and support the abilities, skills and interests of each student. The assumption is that education should be sensitive “to the differences of the person in the multiplicity of his or her individual (cognitive and affective) and social (the family environment and the socio-cultural context) dimensions” (Baldacci, 2002, p. 132). Technology can facilitate the adaptation of educational offerings to the needs of each student (Aleven et al., 2016), promoting talent development and adapting the learning environment (FitzGerald, 2017; Hwang, 2020) in the role of a “great equalizer” (Farrell & Rushby, 2016) that makes it easier to differentiate for different abilities of students in a classroom. In this context, artificial intelligence (AI) has the potential to transform traditional aspects of teaching and enable personalisation of learning methods (Zhang, 2023, Niewint-Gori, 2023).

INDIRE’s research project “Neurodidactics and technologies for the personalization of teaching paths and the development of students’ potential” (https://tinyurl.com/46zsyyfw) aims to assist teachers to identify students’ potential and aptitudes, to encourage the co-design and experimentation of personalized teaching and learning paths and how the use of technology can enhance this process.

In this panel we are interested, therefore, in discussing and comparing tools and methodologies useful for the development of students’ potential and through the personalization of learning-teaching paths in education. To this end, contributions are invited regarding:

  • Methodologies or frameworks to observe the student’s potential;

  • Technologies and tools for the personalization of learning pathways;

  • Case studies, scenarios or best practices of educational pathways for personalisation of learning;

  • Research and Experiments for the development of student potential;

  • Teacher training pathways and modules for inclusive and personalised strategies;

  • Reflections about policy analysis and curriculum designs to foster personalised learning in the classroom.

 

⇢ Guidelines and abstracts submission