SCIENZE DELL'EDUCAZIONE

Socio-Pedagogical Professional Educator (3.4.5.2.0)
Professional educators operate in a wide range of fields and professional contexts: public and private facilities (residential, semi-residential, community-based, and home-based) that manage and/or provide educational services for children and adolescents; youth communities; parenting support services; reintegration programmes for individuals experiencing various forms of hardship and at risk of social exclusion, such as: the elderly, current and former detainees, migrants, persons with disabilities, or individuals affected by addiction.

Social Reintegration and Inclusion Technicians (3.4.5.2.0)
They typically operate within social cooperatives, public and private community-based facilities focused on the reduction and prevention of social hardship at various levels, as well as the socio-occupational reintegration of individuals. Examples of professional profiles: • Social professional educator • Reintegration specialist for former inmates • Intercultural mediator • Disability support technician for young people • Social mediation technician

Expert in Active Elderly Support (3.4.5.2.0)
Typically operates within social cooperatives and public or private local structures managing community centers for the elderly. Examples of professional roles: • Social professional educator • Expert in active elderly support • Specialist in retiree reintegration

Early Childhood Educators (3.4.5.2.0)
Nurseries and early childhood care centers. Examples of professional roles: • Early childhood educator • Creative workshop assistant for children • Assistant in children’s residential communities

ITALIAN

Socio-Pedagogical Professional Educator (3.4.5.2.0)
They possess pedagogical skills and both theoretical and practical knowledge for analysing key educational and training issues in their various dimensions; understanding of principles and methods for designing, managing, and assessing educational interventions; relational skills and knowledge of group dynamics and the principles of teamwork and inter-agency cooperation; ability to analyse and assess personal, family, and social conditions.

Social Reintegration and Inclusion Technicians (3.4.5.2.0)
They possess knowledge of the main educational and training issues; understanding of key social trends and influences, including migratory and intercultural phenomena; applied skills related to needs analysis, intervention design and prevention strategies for social hardship, group work techniques, and group management.

Expert in Active Elderly Support (3.4.5.2.0)
Possesses knowledge of the main educational issues related to andragogy and elderly care management; applied skills in needs assessment, intervention design, group work techniques, and group management.

Early Childhood Educators (3.4.5.2.0)
Understanding and knowledge of childhood conditions in contemporary society and of the various stages of child development; knowledge of the main pedagogical and didactic intervention models; practical skills for implementing educational activities within early childhood services.

Socio-Pedagogical Professional Educator (3.4.5.2.0)
They design, develop, and manage networked interventions within the area of personal and educational services, with the aim of promoting the development of individual growth potential and social inclusion for individuals (both minors and adults) experiencing situations of hardship, difficulty, marginalisation and/or deviance.

Social Reintegration and Inclusion Technicians (3.4.5.2.0)
They work in synergy with local service networks to develop intervention strategies aimed at promoting new social and employment opportunities for the reintegration and development of autonomy pathways for disadvantaged individuals (both young people and adults) facing personal, socio-familial difficulties and/or situations of hardship or deviance.

Expert in Active Elderly Support (3.4.5.2.0)
Works in synergy with local service networks to develop intervention strategies that promote new social, cultural, and recreational opportunities for active elderly individuals, including the reintegration of retirees through pathways aimed at enhancing autonomy within a lifelong learning perspective.

Early Childhood Educators (3.4.5.2.0)
Analysis of the individual and group educational needs of children. Design and planning of educational activities aimed at fostering the children’s developmental potential, also through the involvement of their families, performing both direct and indirect functions to support parenting.

The specific learning objective for graduates of the degree programme is the acquisition of a solid cultural foundation in the field of education sciences, achieved through in-depth study of pedagogical, psychological, philosophical, and socio-anthropological disciplines. These interdisciplinary skills and knowledge are essential both for entering the job market and for continuing studies at the master’s level. They are also indispensable for the professional activity of the educator, who is expected to respond to the diverse educational needs of the local context in a variety of areas. Further specific objectives include: • the acquisition of theoretical and practical skills for understanding and analysing socio-cultural contexts, achieved through teaching in anthropological-social, historical, and economic-social geography disciplines, as well as foreign languages and contemporary multimedia languages; • the acquisition of competencies related to the professional practice of the educator, developed through specialised courses in education sciences and through mandatory curricular internships in educational and training institutions, companies, and public administration bodies. These may also include mobility periods at other Italian or foreign universities, as part of international cooperation agreements. The final thesis is likewise related to fieldwork experience. The teaching methodology adopted in the bachelor's degree programme is primarily based on in-class activities (supported by multimedia, interactive, and online tools), which may take the form of lectures, group work, exercises and workshops, analysis of key issues, reading and discussion of sources, documents, primary texts, tables, repertories, case studies, etc., also using new web-based multimedia technologies. The programme also includes thematic seminars (often with the contribution of external experts) and internship activities aimed at developing and refining professional skills. For students enrolled in the 0–3 years pathway, specific educational workshops are offered, involving both theoretical and practical activities, also in collaboration with service professionals, aimed at acquiring competencies for managing groups of infants and toddlers. Regarding the overall structure of the study programme, theoretical skills are primarily acquired during the first and second year, while specialised courses are delivered in the second and third year. Opportunities for theoretical reflection on professional outcomes are offered throughout the three years, while field experience is gained through internships in the second and/or third year. The final thesis completes the L-19 programme and is preceded by training in bibliographic research and research methods, addressed as cross-disciplinary components and as part of the course specifically devoted to research methodology in education.