PNRR and school innovation between inclusive processes and potential scenarios

This paper aims to analyze the potential development of teaching practices and methodologies within the future perspectives of innovation in relation to the upcoming project implementation of the PNRR School 4.0. Starting from the inclusive educational act and the need for renewal we investigate to what extent the development of technologies intended not only as facilitators, but as a paradigmatic bridge of learning in today’s society, can influence the learning standards of pupils in the Italian Education system. The difficulties that emerge are related not only to the absence of long-term planning, but are substantiated through two guidelines that characterize our education system. On the one hand, we have fragile territorial realities, where social marginalization, the absence of civic virtues due to easy deviance represent potential implementation obstacles; on the other hand, the reality of educators and teachers who are unlikely to be able in such a short time to train and update themselves to be able to apply these new teaching methodologies. A subsequent analysis of the field of inquiry concerns teachers’ digital competence required for the implementation of new teaching practices through the use of new software and hardware. Recent studies have shown that teachers’ basic digital skills, as measured through The DigComp 2.2, are lacking and teachers have difficulties in reworking them in a didactic key, including through metacognitive processes.