Background: Parents of children and adolescents with Autism Spectrum Disorder (ASD) may experience a lower quality of life (QoL) than parents of offspring with typical development. However, factors associated with parental QoL are not yet fully understood. Aims: This study aimed to investigate the relationships between parental QoL, child adjustment and adult attachment among parents of children and adolescents with ASD. Methods and procedures: One hundred and eighty-eight parents of children and adolescents diagnosed with ASD completed a group of self-report questionnaires on sociodemographic variables, QoL (i.e., overall QoL and ASD symptoms-related parental QoL), child adjustment (i.e., offspring's total problems and prosocial behaviors) and adult attachment. Outcomes and results: Structural equation modeling revealed that the overall parental QoL was negatively related to children's total problems and positively associated with prosocial behaviors, as well as with higher levels of secure attachment and lower levels of fearful attachment styles. Additionally, ASD symptoms-related parental QoL was negatively associated with the offspring's total problems. Conclusions and implications: This suggests that child characteristics may interact with parental characteristics to either enhance or compromise the QoL of parents of children and adolescents with ASD. Implications of these findings for promoting parental QoL are discussed.

The presence of a child with Autism Spectrum Disorder (ASD) in the family can have a negative impact on parental Quality of Life (QoL), but evidence on how treatments for children with ASD can affect parental QoL is currently limited. In this qualitative study, we develop a semi structured interview in order to investigate the impact of ASD on the QoL of mothers and fathers from a subjective perspective, as well as the effect of the intervention on their QoL and adjustment process. The sample consisted of 31 parents of children with ASD severity 2 or 3, aged 5 to 11 years, undergoing a multidisciplinary intervention. In order to identify emerging themes from the interview transcripts, a Thematic Analysis was conducted using a bottom-up approach. We identified three main themes relating to parental QoL (ASD impact on QoL, useful external resources, QoL improvement-related factors) and five themes relating to parents' views on the intervention (positive impact on parent, dissatisfaction with previous interventions, parental involvement, useful features, critical issues). The results provide indications of the process of parental adaptation and the components of interventions that foster an improvement in their QoL. In conclusion, living with a child with ASD can have a significant influence on a parents' QoL, not just physically and emotionally, but also in terms of general goals, family structure, and social interactions.

Il report "Data Collected" del progetto "DI5CIS - Didattica interattiva in 5G: Contenuti Immersivi Sincroni" illustra l'efficacia dell'integrazione del 5G nel settore educativo, valutata tramite indicatori chiave di prestazione relativi alla "Quality of Experience". La sperimentazione, condotta presso l'Istituto Majorana - Giorgi di Genova, ha coinvolto studenti di Liceo Scienze Applicate. I risultati mostrano che l'approccio proposto da DI5CIS, anche tramite l'uso della tecnologia 5G, può sostenere in modo efficace il processo di apprendimento delle discipline STEM, con particolare riferimento alla fase di consolidamento delle conoscenze, creando ambienti di apprendimento ingaggianti e interattivi. Tuttavia, emergono sfide come l'adeguamento delle infrastrutture e la formazione di docenti e studenti. Questo progetto prefigura un cambiamento nei metodi didattici, proponendo un'istruzione più flessibile, interattiva e personalizzata.

Il presente documento presenta le azioni condotte dal gruppo di ricercatori del CNR-ITD e i docenti delle tre scuole coinvolte nell'ambito del progetto DI5CIS, con il supporto del team di progettisti di HYPEX, per co-progettare i dei due casi d'uso del progetto: uno nel dominio della fisica, l'altro nel dominio della chimica. In particolare, nel presente documento sono descritti: obiettivi e contesto della progettazione; fasi di lavoro; i due output; il contesto d'uso delle due esperienze progettate.

This comprehensive survey of cybersecurity education initiatives provides a practical, real-world lens for understanding and evaluating the current landscape of cybersecurity education. The survey is Annex 2 to Deliverable 2.1 of the European project SuperCyberKids, namely D2.1 SuperCyberKids Learning Framework (SCKLF). We conducted the survey on a broad scale, encompassing initiatives both within and outside the European Union, with particular emphasis on those aimed at our target demographic of children aged 8-13. In our extensive survey, we identified, coded and catalogued 65 initiatives, spanning both European and extra-European regions. Each initiative was examined for its strategy, content, and target demographic, with our analysis focusing on understanding the types of cybersecurity topics that are most relevant to this age group, and the most effective methods of communication and instruction. These initiatives served as a significant source of practical insights into the real-world implementation of cybersecurity education, enriching our understanding beyond the theoretical framework derived from the literature review. The findings from these initiatives played a crucial role in shaping the SCKLF, providing a foundation of real-world experiences upon which we could build an effective and engaging learning framework.

This document surveys a set of digital competence/digital capacity frameworks, self-assessment tools and guides that the European Commission (EC) has developed over recent years to help further education in the digital age and to support the development of digital skills. The primary purpose of this survey is to provide essential input (along with other desktop studies and field investigations) for defining the "SuperCyberKids Skills Framework" (SCKSF). This is being developed in SuperCyberKids, a European research project co-funded under the EC's Erasmus+ programme. SuperCyberKids has a mandate to produce a game-based cybersecurity education ecosystem dedicated first and foremost to children aged 8 to 13 and their teachers/educators, but also to other actors in the education community and beyond. The SCKSF-supported ecosystem should help those involved to acquire and develop competences in cybersecurity and cybersecurity education through playful engagement with game-based cybersecurity learning content, teaching materials, and processes. In parallel with its primary mission, this survey also provides a comparative overview of the different initiatives that the EC has launched in the framing and self-assessment of digital competence/digital capacity in education across Europe (and now beyond). So this document may also help various actors in the European education landscape get a better grasp of the constantly expanding and evolving opportunities that the EC is providing for digital competence development and how it approaches the provision of that support.

This document is the first scientific deliverable of SuperCyberKids (SCK), a project funded by the European Union under Erasmus+ Programme (ERASMUS). The SuperCyberKids project aims to design, create and test an educational ecosystem to provide children aged 8 to 13 and their teachers with learning content on cybersecurity, using a game-based approach to increase motivation and engagement. The educational content will be delivered through a gamification platform, including two games on cybersecurity. The overall project approach is based on the delivery of the two main project results, the educational ecosystem and the related guidelines for implementing it. This technical report presents the preparatory phase of the European Project SuperCyberKids, with particular focus on Work Package 2 (WP2). The primary goal of WP2 is to define the SuperCyberKids Learning Framework (SCKLF) for the digital ecosystem on cybersecurity education based on games.

Il volume Toolkit per la classe ibrida nasce a valle di una decennale esperienza di didattica a distanza in contesti educativi con studenti impossibilitati alla regolare frequenza scolastica. Le sperimentazioni condotte hanno permesso di delineare uno scenario didattico innovativo, definito "classe ibrida", che si genera dall'intersezione di differenti dimensioni (organizzativa, metodologica e tecnologica). Tale setting è incentrato sul concetto di "spazio ibrido", ossia un nuovo ambiente che si crea tra luoghi e persone prossime o lontane tramite l'utilizzo delle tecnologie di rete. L'efficacia nell'utilizzo di soluzioni ibride richiede l'adozione di un approccio ecologico dove l'agire educativo si fonda su una visione collegiale e sulla costruzione di nuove competenze sociali e relazionali. Il volume intende sostenere i docenti nel progettare e realizzare attività partecipative ed inclusive che trascendono la dicotomia tra didattica in presenza e a distanza grazie ad una modulazione dell'ibridazione dei tradizionali spazi fisici dell'aula.

The COVID-19 pandemic has had a significant long-term impact on education worldwide. In many countries, schools and universities experienced a rapid switch to emergency remote teaching and learning (ERTL), which affected many education systems in the 2020-21 school year. This was true for the Italian educational context as a whole, including School in Hospital (SiHo) services. This study explored how the SiHo functioned in Italy during the 2020-2021 school year. The aim was to explore what, if any, changes the emergency brought about in educational practices and in the adoption of technologies in this specific context, with a particular focus on any differences between school levels. The study was conducted with 252 SiHo teachers using a questionnaire format. The results showed that after the forced adoption of distance modes during the spring 2020, face-to-face teaching returned to be the prevalent mode in the 2020-2021 school year, with some exceptions for upper-secondary school students (covered by ministerial provisions). The teaching approach that SiHO teachers prefer, both for face-to-face and distance lessons, remains frontal instruction, probably given the particular needs of their students. Younger students probably experienced the most significant changes due to the limits imposed on interpersonal contact in hospitals, which prevented group work and play, previously commonly adopted by kindergarten and primary school teachers. In terms of technology integration in educational practice, teachers stated that they had acquired greater competence in the use of a variety of technological resources.

The DI5CIS project seeks to address the challenges faced by multimedia learning designers in providing advanced interactive mobile content that requires massive data streams and low latency. To achieve this, the project aims to explore the potential of 5G networks in enabling mobile enjoyment of highly sophisticated audiovisual content created through a gamified interactivity production methodology applied to live-action film material. The project will enact this experiential format in two use cases, related to the teaching of STEM disciplines. The impacts of 5G infrastructure on the technical mobile enjoyment of content, such as fluidity and audiovisual quality, will be investigated, as well as the effects on specific indicators such as engagement, motivation and learning outcomes in the educational context. By improving the quality of experience and learning, the DI5CIS project is highly relevant for e-learning and mobile learning challenging innovative educational and technical aspects.

Despite the existing debate about the potential critical issues in translating neuroscientific findings into effective educational practices, Educational Neuroscience (EN) could be defined as an interdisciplinary field involving different perspectives and research areas in in constantly developing. The aim of the present study was to map and identify the main issues addressed in research carried out in the EN over the past five years through a quantitative textual analysis of abstracts published by the three leading international journals on the field. Specifically, the co-occurrence relationships of selected keywords were explored (Co- word Analysis) and the main Thematic Cores were identified (Thematic Analysis of Elementary Contexts). The results, which confirm the richness of research conducted in EN and the heterogeneity of approaches used, are discussed in light of possible implications for future study and application directions.

Il presente documento definisce il quadro metodologico che farà da sfondo alla progettazione dei due casi d'uso del progetto, e che permetterà di costruire un'esperienza d'uso di alta qualità, incentrata sulla fruizione interattiva di più contenuti video nell'ambito della singola esperienza d'uso. Nello specifico, saranno approfonditi gli aspetti teorici e le implicazioni pratiche dell'interactive storytelling, da un lato, e della gamification, dall'altro. Il documento presenta inoltre nella sezione conclusive alcune raccomandazioni operativi utili alla progettazione.

Realizzazione del sito web del progetto osservatorio "TECNOLOGIE, EDUCAZIONE E NEUROSCIENZE" gestito dall'Istituto per le Tecnologie Didattiche con l'obiettivo di promuovere e potenziare il dialogo fra la ricerca educativa e la ricerca nel campo delle neuroscienze. Il sito espone, usando un linguaggio adatto ai non addetti ai lavori, gli obbiettivi principali del progetto, mostra informazioni sul gruppo di lavoro, sul laboratorio e attrezzature.

Homebound Education in Italy is based on one-to-one teaching conducted by teachers who visit the sick student at home. This modality does not include interactions between homebound students and classmates, thus inhibiting the educational aspect of peer relationships. With the outbreak of the COVID-19 pandemic and the consequent dispositions of the Ministry of Education regarding remote education and integrated digital didactic (DID), new opportunities became available for homebound students. In this research, we applied and tested in the context of homebound education a model of hybrid inclusive classroom developed in a previous project ((TRIS), addressing homebound students that could not permanently attend school and followed lessons remotely. The present study involved two homebound students affected by chronic and acute diseases. During the 2020/21 school year, the model was proposed to the two school councils (22 teachers in all) and the trial monitored; at the end of the school year, semi-structured interviews were conducted with teachers and transcriptions analyzed using a deductive approach based on the model. Results confirm some findings of the TRIS project, while new aspects emerged linked to the specific context. Overall, the implemented hybrid classroom seems to have positively affected both the learnings and students' inclusion.

Introductory chapter of the book "Evolutionary Psychology Meets Social Neuroscience"

Analisi e sintesi dei principali risultati del progetto di ricerca CLIPSO

Report di sintesi relativo al questionario somministrato a livello nazionale orientato a comprendere la presenza e la gestione degli studenti non frequentanti nel contesto delle Piccole Scuole

Report relativo all'analisi del questionario nazionale per le Piccole Scuole

Report intermedio progetto CLIPSO