Educational objectives for the the Ph.D. Course

The three following courses take into account the current groups and research projects undertaken in the undersigned department, together with other associated university departments.


The current relevant demand for education and training outlines the following research areas:

1) the historical dimension of pedagogical research;

2) neweducational and training processes;

3) the ways and means for developing a new pedagogical language;

4) the development of a ‘practical' pedagogy, capable oftranslating theoretical stances into choices and operational procedures;

5) intercultural pedagogy;

6) social and family pedagogy;

7) the development of professionalism in education (for teachers, school managers/headmasters, educators, trainers), and direct impact methodologies, such as job analysis in business organisations,

8) professional ethics, for the qualification and the social recognition of education and training professions;

9) lifelong education.


The second course covers two complementary, closely integrated research areas: Teaching and Communication Technologies.

The areas concerning teaching regard the following elements:

1) reflections on theoretical and operational aspects related to the definition of different curricular frameworks and their comparative analysis;

2) educational processes, starting from student-centred teaching and meanigful learning;

3) teaching methodologies, teaching disciplines methodologies and interdisciplinary approaches,

4) class and group dynamics, considering interactions, communication strategies and techniques involved in the creation and management of "learning communities" and collaborative/cooperative setting;

5) the study and definition of teaching methodologies, technologies, and tools suitable for a modular perspective, towards an integration of diversity/difference in its multiplicity of forms and features; 6)Disability, Special Pedagogy and Inclusive Education, differentiated didactics in intercultural setting and againts marginalization and exclusion.

The areas related to communication technologies include the following themes:

1) the design and structure of educational sites and communication environments for the management of learning activities, shifting focus from a "machine-centred" to a "human-centred" technology;

2) the representation of knowledge through ontologies, the shift from Web-archive documents to the Semantic Web and related network information research

3) the design of multimedia and interactive learning objects-materials, within the framework of integrated, blended on-site/on-line instruction and learning;

4) methodologies of social communication on the net, models of cooperative, situated learning designed to build competences and knowledge;

5) the assessment and evaluation of learning processes and an integrated technological system of instruction (on-site and on-line).


The third course covers new methods of research that are defined referring to processes, interactions and necessary integrations between educational systems. New approaches and complex processes of inquiry come to the fore, for the evaluation and assessment of learning, competences and systems.

The research areas proposed are as follows:

1) the epistemology and methodology of pedagogical research;
2) comparative methods of analysis;
3) the analysis and planning of research designs;
4) qualitative, quantitative and mixed research methods;
5) the history of education systems,
6) documentary methods in education;
7)the assessment and evaluation of learning and competences, as well as of educational systems; comparative assessment and evaluation ;
8) the ethnography of interacting systems;
9) computer-assisted research and evaluation procedures, data analysis software, and so on.

PhD students ought to find opportunities for learning to observe phenomena and events, to formulate and test hypotheses, experiment with investigation procedures, collect and analyse data and other research materials, acquire evaluation and assessment methods and techniques, interview and listen to those working in educational, school and training contexts, within communities, institutions and organisations.

Last modified: Wednesday, 25 November 2015, 12:00 PM