Innovating Italian secondary school by fostering learning communities : a case study of bilingual European school
Bettini, Silvia (2024)
2024
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https://urn.fi/URN:NBN:fi:amk-2024050910372
https://urn.fi/URN:NBN:fi:amk-2024050910372
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This thesis delves into the potential for Italian secondary schools to innovate and empower individuals to take on more active roles as citizens, fostering proactive engagement with their surroundings and serving as a remedy for early school leaving. The research focus on the Bilingual European School (BES) in Milan, renowned as a trailblazer in educational innovation at both local and national levels. The primary objective is to advocate for innovation during the planning phase of a new high school at BES by dissecting the school's innovative educational model.
This study, drawing on insights from various stakeholders within the school community, highlights the need to redefine the contemporary Italian secondary school to better align with the elementary level and meet the demands of today's society. The research methodology includes a comprehensive literature review, document analysis, and qualitative and quantitative data collection through questionnaires and focus groups involving teachers, students, and their families. Preliminary findings indicate that although not consistently in the middle school phase, BES's innovative educational practices have significantly influenced students' academic, social, emotional, and creative growth during their primary school years. The study underscores the critical importance of fostering an enabling environment conducive to student's holistic development, encouraging exploration of diverse interests and unconventional learning methods, and fostering a strong sense of belonging and continuous curiosity. The conclusions drawn from this research underscore the potential of innovative practices in creating a wellness learning and teaching environment in which students and teachers feel valued and respected.
Recommendations for future research include exploring the long-term impact of BES's innovative approach to education and its potential replication in other secondary schools across Italy. Ultimately, this thesis contributes to the ongoing discourse on the role of schools in nurturing active citizenship and cultivating vibrant learning communities.
This study, drawing on insights from various stakeholders within the school community, highlights the need to redefine the contemporary Italian secondary school to better align with the elementary level and meet the demands of today's society. The research methodology includes a comprehensive literature review, document analysis, and qualitative and quantitative data collection through questionnaires and focus groups involving teachers, students, and their families. Preliminary findings indicate that although not consistently in the middle school phase, BES's innovative educational practices have significantly influenced students' academic, social, emotional, and creative growth during their primary school years. The study underscores the critical importance of fostering an enabling environment conducive to student's holistic development, encouraging exploration of diverse interests and unconventional learning methods, and fostering a strong sense of belonging and continuous curiosity. The conclusions drawn from this research underscore the potential of innovative practices in creating a wellness learning and teaching environment in which students and teachers feel valued and respected.
Recommendations for future research include exploring the long-term impact of BES's innovative approach to education and its potential replication in other secondary schools across Italy. Ultimately, this thesis contributes to the ongoing discourse on the role of schools in nurturing active citizenship and cultivating vibrant learning communities.