Michele Cagol is a Professor at the Free University of Bozen-Bolzano , Faculty of Educational Sciences. Their work bridges pedagogy, emotional education, and ecological sustainability, with a focus on relational learning frameworks and multisensory educational practices. Research Themes : Emotional education, educational ecology, sustainability pedagogy, media and communication education, teacher training. Projects : Lead participant in the EU Interreg Alpine Space project FRACTAL , promoting green space awareness in the Alpine region. Recent publications emphasize radical relational pedagogy, ecological ethics, and the role of wonder in learning. Notable methodologies include intra-actionist music composition and microteaching for multilingual competencies. Teaching responsibilities span General Pedagogy , Social Education , and teacher training for primary/middle school contexts.
Şule Elmalı is an Assistant Professor in the Department of Mathematics and Science Education at the Faculty of Education, Sakarya University. Her academic work is centered on improving science education through innovative pedagogical approaches, teacher training, and technology integration. She teaches a range of undergraduate and graduate courses related to science teaching, environmental education, and STEM applications. Her research interests include science education, STEM education, environmental education, educational technology, pre-service teacher training, reflective thinking, and laboratory applications in biology. She has conducted studies on ecological footprint awareness, outdoor education, Web 2.0 tools, mobile applications in biology labs, and the impact of STEM programs on teacher autonomy and entrepreneurship skills. Her work emphasizes conceptual understanding in early science education, such as children's ideas about floating and sinking, and lunar observation experiences among teacher candidates. Her recent publications (2021–2024) span international journals like the Journal of Biological Education and Hacettepe University Journal of Education , focusing on dissection methods, professional development for science teachers, and nature-based learning. These works reflect a trend toward technology-enhanced, experiential, and inquiry-based science education, with a strong focus on teacher development and student conceptual change. TÜBİTAK Publication Incentive Award She has supervised academic contributions through course instruction and research projects, including a professional development program for science teachers in science and art centers. Her work also includes collaborations on research projects related to STEM education, nature-based programs for gifted students, and science center initiatives. She is actively involved in research projects such as the development and evaluation of technology-based in-service training programs for science teachers at science and art centers. She has also contributed to book chapters, such as 'From Theory to Practice: Bringing Life into the Classroom,' and presented at numerous international conferences. Her work bridges theory and practice in science education, aiming to enhance teaching quality and student engagement.
Giuseppina D'Addelfio is a Full Professor at the University of Palermo (UNIPA) in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences. Her research focuses on the intersection of ethics, phenomenology, and education, particularly in family and community contexts. Expertise: Phenomenological Pedagogy, Moral Education, Intercultural Training, and Educational Philosophy. Recent Work: Explores pandemic-era educational co-responsibility, intergenerational emotional dynamics, and the application of philosophy for children in curricula. Key publication trends include analyses of care ethics, gender bias, and transformative learning frameworks. She actively contributes to public engagement through UNIPA's Third Mission initiatives.
Claudio Fazio is a Full Professor in the Department of Physics and Chemistry at the University of Palermo. His academic focus lies in physics education research, particularly in innovative teaching methodologies, active learning strategies, and overcoming student misconceptions in physics. He actively engages in designing inquiry-based learning experiences and leveraging technology (e.g., smartphones, AR/VR, simulations) for effective STEM education. Research interests include conceptual understanding in mechanics, thermodynamics, and relativity, with a strong emphasis on pedagogical tools like cluster analysis to evaluate student reasoning patterns. He has pioneered low-cost experimental setups and open-inquiry approaches to enhance learning outcomes, especially in engineering and teacher training programs. Professor Fazio’s work addresses challenges in remote education, pandemic-era pedagogy, and integrating contemporary technologies (e.g., Moodle, MATLAB) into curricula. His contributions span K-12 teacher preparation through university-level educational innovation, emphasizing interdisciplinary collaboration and evidence-based practices.
Rosa Debora is a fixed-term researcher at Vita-Salute San Raffaele University in the Department of General, Clinical, and Pediatric Nursing Sciences (MED/45). Her work spans public health, patient engagement, and digital health interventions. Research Focus Public health nursing and citizen science Urinary incontinence and quality of life mHealth applications for hypertension and obesity Moral distress in dialysis care Post-COVID rehabilitation strategies Publications Her recent work (2025-2024) includes 10+ publications across journals like International Journal of Nursing Studies , High Blood Pressure & Cardiovascular Prevention , and Journal of Italian Nephrology , focusing on patient-centered methodologies and chronic condition management. Teaching She teaches graduate nursing courses including Nursing Ethics, Qualitative Research Methodology, and Evidence-Based Practice.
Riccardo Morri is an Associate Professor at the Department of Modern Literature and Culture , Sapienza University of Rome . With a PhD in Geography (1999) and a Master in Human Geography (1993), he specializes in Historical Geography , Cartographic Education , and Public Geography . His work bridges geographical theory with educational practices and heritage preservation. Education PhD in Geography, University of Cassino (1999) Master in Human Geography, Sapienza University (1993) Morri's research focuses on historical urban landscapes , geographical heritage , and interdisciplinary methodologies . He explores how cartography and geography intersect with literature, memory, and education, particularly through projects like the MAGISTER initiative for territorial enhancement using geospatial tools. His recent publications (2022-2025) emphasize: Democratizing geographical knowledge Digital humanities applications in heritage studies Cartographic language in early childhood education Urban memory landscapes Participatory approaches to geographical heritage These works often integrate GIScience with cultural analysis and educational innovation. Scientific Awards include national qualifications as Full and Associate Professor, CNR's 'Promozione Ricerca 2005', and multiple research scholarships from Sapienza University and the Italian Foreign Office. Morri has: Led the MAGISTER Project (€165,000) for geospatial territorial enhancement Coordinated the Geocartography Laboratory at Sapienza since 2014 Managed EU-funded educational initiatives on remote sensing He serves on editorial boards for journals like J-Reading and Geotema , and organizes annual geography conferences with hundreds of participants.
Marco Temperini is an Associate Professor of Information Processing Systems at Sapienza University of Rome, where he teaches programming techniques and web programming languages. With a Mathematics degree (1986) and Computer Science PhD (1992) from Sapienza University, he has established himself as a prominent researcher in educational technology. His educational background includes: Laurea in Matematica (1986, Sapienza University of Rome) Dottorato in Informatica (1992, Sapienza University of Rome) Professor Temperini's research focuses on Technology Enhanced Learning, with particular expertise in Student and Teacher Modeling, Adaptive e-learning systems, and the application of Data Mining and Artificial Intelligence techniques to personalize learning content. His work extends to Social and Collaborative Learning environments, Game Based Learning approaches, and innovative Automated and Peer Assessment methodologies. With extensive international collaboration experience, he has coordinated research units and served as work-package leader in numerous projects including EuroCompetence, UnderstandIT, and 9Conversations. His recent publications (2023-2024) reveal a strong trend toward applying advanced AI techniques, particularly large language models, to educational assessment challenges. These works demonstrate increasing sophistication in leveraging natural language processing for automated analysis of student work, concept maps, and programming assignments, while maintaining a strong focus on practical educational applications. Notable scientific recognition includes: 2023 Best Reviewer Award 2023 Best Paper Award 2022 Best Paper Award 2021 Best Paper Award 2018 Best Paper Award at ICWL2018 Membership on the Human-Computer Interaction Awards Committee (2021.6-2024.7) Professor Temperini has been highly active in the academic community, serving as Conference co-Chair for ICWL (2016), Technical Program co-Chair for multiple conferences including MIS4TEL and SETE, and General Chair for MIS4TEL2022 and SETE2023. He is a member of the Steering Committee for ICWL and MIS4TEL conferences and serves on the IEEE Technical Committee on Learning Technology. As an associate editor for the International Journal on Distance Education Technology, Frontiers in Artificial Intelligence, and Computers & Education: Artificial Intelligence, he plays a significant role in shaping research directions in educational technology. His leadership extends to numerous international projects where he has served as coordinator of research units and work-package leader, including EuroCompetence, Socrates Project 56544-CP-1-98-1; CIOC, NFU Project 18; mENU, e-learning Project 2002-0510/001-001; QUIS, e-learning Project 2004-3538/001-001; UnderstandIT, Leonardo Da Vinci Transfer of Innovation; and 9Conversations: Network building for self-employment of refugees. These projects demonstrate his commitment to applying technology to address real-world educational challenges across diverse contexts.
Ada Valentini is a Full Professor in Glottology and Linguistics (SSD L-LIN/01) at the University of Bergamo, Department of Languages, Literatures and Foreign Cultures. She has been a faculty member since 1997, promoted to full professor in 2017, and has taught a wide range of courses including Acquisitional Linguistics, Corpus Linguistics, and Intercultural Communication. Her academic journey began in 1987-1988, with continuous teaching engagement since 1993-1994. PhD in Linguistics, University of Pavia (1992) Graduate in Foreign Languages and Literatures, University Institute of Bergamo (1986) Her research focuses on acquisition linguistics , particularly the acquisition of Italian as a second language by speakers of Wu Chinese, Tigrinya, English, and German, grounded in a typological-functionalist framework. She has published extensively in this domain, including two monographs. Her sociolinguistic interests include immigrant languages in Italy and linguistic varieties. She also investigates information structure in the Bergamo dialect, ancient and contemporary Italian, and English, especially split sentences. Her recent publications (2021–2025) reflect a strong engagement with second language acquisition, digital processing of spoken data, femicide discourse in media, and the preservation of linguistic heritage. Themes across her work include language contact, multilingualism, and the documentation of minority and regional varieties. She has no listed scientific awards in the provided text. Prof. Valentini supervises master's theses and advises students, requiring institutional email contact for academic inquiries. She holds regular online office hours on Mondays from 8–10. She is actively involved in academic service, including thesis preparation seminars for graduating students. She leads and contributes to initiatives on linguistic heritage and digital documentation, particularly through publications and editorial work on regional Italian dialects and sociolinguistic issues.
Carlo Rasmus Schwarz is an Assistant Professor in the Department of Economics at Bocconi University. He holds a PhD in Economics from the University of Warwick and teaches courses including AI Methods for Economic Research and Advanced Econometrics. PhD in Economics, University of Warwick Dr. Schwarz's research focuses on applied microeconomics with particular emphasis on policy-relevant questions. His work uniquely combines causal inference strategies with text analysis, machine learning, and data science techniques to address pressing societal issues. He is particularly interested in how digital platforms shape political behavior and social dynamics. His publication portfolio reveals a strong trend toward investigating the societal impacts of social media, with increasing focus on hate speech, political polarization, and electoral outcomes. The research demonstrates methodological innovation through the development of specialized Stata commands for text analysis, bridging computational linguistics and traditional economic inquiry. Dr. Schwarz actively contributes to advancing methodological approaches in economics through his software development work, creating tools that enable more sophisticated text-based economic research. He maintains an active research agenda exploring the complex relationship between digital communication platforms and real-world socioeconomic phenomena, with recent work examining how online discourse translates to offline behaviors including hate crimes and voting patterns.
Silvia Demozzi is an Associate Professor at the University of Bologna's Department of Education Studies Giovanni Maria Bertin. She holds a PhD in Education (2009) and a Master's degree in Education (2005), both from the University of Bologna. Her research focuses on early childhood education, families, philosophy for children, critical thinking, gender studies, and sexuality education. Notable projects include the Farfilò Project (2018-2019), exploring philosophy with children, and contributions to EU initiatives like GOETE and PARTISPACE. She received the 2014 SIPED award for her book on Gregory Bateson's educational theory. Publications span themes like digital parenting, gender diversity in education, and pandemic response strategies. She serves on editorial boards of journals like Ricerche di pedagogia e didattica and the Doctoral School in Education at her university. Her work emphasizes systemic approaches to education, ethical caregiving, and combating gender-based violence through holistic sexuality education. Key Projects: Farfilò (2018-2019), GOETE (2009-2013), PARTISPACE (2015-2017) Editorial Roles: Ricerche di pedagogia e didattica , Paideutika Teaching: Sex education, Childhood Pedagogy, Philosophy of Education Awards: 2014 SIPED Award for La struttura che connette . Her research bridges theory and practice, addressing contemporary challenges like adultification of children, digital media's role in parenting, and sustainable citizenship education.
Gabriella Pocalana is a Teaching Professor at the Department of Mathematics of the Università degli Studi di Pavia (UNIPV), Italy. She specializes in mathematics education, focusing on teacher professional development, inquiry-based learning, and inclusive pedagogical strategies. Her research explores the intersection of mathematics with interdisciplinary STEAM activities, emphasizing teacher documentation practices and the role of artifacts in teaching. She actively contributes to initiatives promoting equity in mathematics education and the adaptation of hybrid learning environments. Her work bridges theoretical frameworks (e.g., praxeologies) with practical classroom applications, addressing challenges in teacher beliefs and curriculum design. Education: Not explicitly detailed in provided texts. Her research interests center on mathematics educators’ documentation work, the evolution of teaching practices through collaboration, and the design of inquiry-based tasks. She investigates how teachers’ beliefs influence their instructional choices and how hybrid environments can enhance students’ conceptual understanding through example production and conjecturing. Her studies also highlight the importance of inclusive methodologies to engage diverse learners. Her recent articles analyze teacher communities’ praxeologies, the role of digital/non-digital transitions, and metaphors for evolving teacher roles in technology-driven education. She advocates for equitable access to inquiry activities and explores meta-didactical frameworks to refine educational strategies. Awards: None explicitly mentioned in provided texts. In terms of professional development, she collaborates with researchers and educators to build inquiry communities, addressing gaps between research and practice. Her work on “Strane Storie Matematiche” demonstrates innovative storytelling approaches to enhance engagement. She also develops resources like “carte di aiuto” to support inclusive classroom participation. Her involvement in interdisciplinary projects (e.g., STEAM activities) emphasizes mathematics’ role in cross-disciplinary contexts, while her writings on “hybrid environments” reflect current trends in blended learning.
Michele Calvello is a Full Professor in the Department of Civil Engineering at the University of Salerno, Italy. His academic position focuses on geotechnical engineering with specialization in landslide risk assessment and disaster risk reduction. Based at the Fisciano Campus, Building L3, First Floor, Room 017, Professor Calvello maintains regular office hours on Tuesdays and Thursdays from 3:00 PM to 5:00 PM by appointment. Professor Calvello's research interests center around developing advanced methodologies for landslide prediction and early warning systems. His work integrates hydro-meteorological thresholds, soil saturation analysis, and deep learning techniques to improve territorial-scale landslide forecasting. He has made significant contributions to the field of disaster risk reduction through stakeholder engagement and co-creation of solutions. Research Areas: Landslide Risk Assessment and Early Warning Systems Hydro-meteorological Thresholds for Natural Hazards Disaster Risk Reduction and Management Soil Saturation and Rainfall Analysis Deep Learning Applications in Geohazards His recent publications demonstrate a strong focus on improving landslide prediction methodologies through innovative combinations of rainfall severity, soil saturation indices, and machine learning approaches. Professor Calvello's work has practical applications in operational territorial landslide early warning systems, particularly in vulnerable regions like the Campania area of southern Italy. Professor Calvello maintains active research collaborations with international scholars and institutions, as evidenced by his co-authorship on recent publications with researchers from various countries. His ORCID identifier is 0000-0002-3899-1722, and he can be contacted via email at mcalvello@unisa.it for academic inquiries and collaboration opportunities.
Enza Sidoti is an Associate Professor in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences at the University of Palermo. She holds regular office hours on Thursdays from 12:00 to 14:00 in Building 15, floor 7, room 016, with online options available via Microsoft Teams. For the 2025/2026 academic year, she teaches multiple courses including General Pedagogy Workshop, Pedagogy of the Body and Communication, Health Pedagogy, and General Pedagogy across Educational Sciences and Pedagogical Sciences programs. Dr. Sidoti's research spans Educational Sciences, Health Pedagogy, Body and Movement Education, Emotional Education, Early Childhood Education, and Inclusive Education . Her work consistently focuses on the connections between physicality, emotional development, and educational practices. She explores how bodily awareness, movement, and emotional competence contribute to holistic educational approaches across various age groups and contexts. Analysis of her recent publications (2021-2024) reveals strong thematic trends in emotional education , particularly regarding teacher training and professional development; body-mind connections in educational settings; and inclusive approaches to teaching and learning. Her research bridges theoretical pedagogical concepts with practical applications in schools and community settings, with increasing attention to digital learning environments and pandemic-related educational challenges. Dr. Sidoti actively contributes to professional development initiatives including: Training program for nursery school teachers (2019-2020) where she taught an 18-hour module on "How spaces and materials are organized for children's learning" Experimental project "Natural Moving" (2020-21) where she delivered a module on "Pedagogy of Outdoor Education" The "SHE Network" project as scientific advisor for health promotion in the school environment in the Metropolitan City of Palermo Her professional activities demonstrate strong commitment to translating educational research into practical applications that support teachers, enhance learning environments, and promote health and well-being in educational contexts.
Rafael Brundo Uriarte serves as Digital Research Coordinator at the Max Planck Institute for Art History (Kunsthistorisches Institut in Florenz), where he leads strategic digital initiatives bridging computational methods with art historical scholarship. Holding a PhD in Computer Science from IMT School for Advanced Studies Lucca (2015), he brings technical expertise to advance the institute's research infrastructure and long-term digital strategy. Dr. Uriarte's educational foundation in computer science enables his unique interdisciplinary approach. His research interests prominently feature Digital Humanities, Machine Learning, Data Management, Textual Analysis, and Blockchain technologies, with particular emphasis on developing tools that transform traditional art historical methodologies while preserving scholarly integrity. His publication trajectory reveals a strategic evolution from cloud computing fundamentals toward specialized Digital Humanities applications. Recent work demonstrates increasing focus on blockchain for cultural heritage preservation, digital cataloging of historical artifacts like Venetian choirbooks, and social media analytics for cultural impact assessment. This interdisciplinary research creates novel methodological pathways where computational approaches enhance empirical inquiry in art history. Dr. Uriarte has secured competitive research funding including: Marie Curie Individual Fellowship at TU Wien Brains to the South grant at Cagliari University His current leadership extends to developing digital platforms for Venetian Music at Ca' Foscari University, digitizing 17th century St. Mark's choirbooks, and assessing socioeconomic impacts of creative events using advanced technologies. He actively organizes international conferences exploring computer science-humanities synergies. At the Max Planck Institute, Dr. Uriarte collaborates with art historians to implement digital tools that address specific research needs while maintaining historical methodology standards. His work focuses on developing an innovative Digital Humanities strategy that leverages the institute's rich archival resources beyond simple digitization toward transformative research capabilities.
Luigi Gratton is a Visiting Professor at the Department of Physics, University of Trento. His work focuses on innovative educational approaches in physics, particularly through low-cost experimental setups and digital technology integration . Research Interests: Physics Education Quantum and Wave Optics Fluid Dynamics Climate Change Studies Human Perception in Physics Key Publication Trends: Development of smartphone-based spectrometers and diffraction experiments Classical analogs to quantum phenomena Home laboratory methodologies during distance learning FFT applications in introductory physics Analogous demonstrations for complex concepts Gratton's experiments often combine computational analysis (e.g., Tracker app, FFT) with physical setups using everyday materials. His collaborations with Stefano Oss, Pasquale Onorato, and Alessandro Salmoiraghi highlight interdisciplinary team efforts.
