PILLAR III
High-quality educational offer, in person and remotely
The University intends to promote a new educational paradigm centred not on the transmission, but on the experience of knowledge. Overcoming the opposition between face-to-face and remote teaching, confronting current technologies and the challenges of Artificial Intelligence, it introduces educational innovation to meet new needs.
Abstract
Over the next three years, the University will be guided by a paradigm based on the "experience of knowledge", in which knowledge is not only transmitted but experienced. In this perspective, relationships become opportunities for mutual recognition and cultural co-construction between different generations.
Putting students at the center, the curriculum is conceived as an integral educational path that includes active learning practices that combine training, community service, and personal growth.
Added to this is the focus on strengthening the student experience and enhancing the well-being, inclusion and quality of study and relationship environments. It is in this framework that the effort to make Campuses increasingly welcoming, innovative and participatory educational ecosystems should be understood. Attention will also be paid to the role of on-campus colleges.
The innovation in teaching is accompanied by the development of remote training, also with international platforms such as FutureLearn, with a view to lifelong learning and global openness.
The strategy aims at a quality digital offer, accessible and consistent with the identity of the University. Finally, the conscious integration of artificial intelligence is a central aspect, as a technological and cultural challenge, to strengthen critical and interpretative skills.
Strategic objectives
The University intends to improve the quality of the student experience, enhancing university spaces as integrated environments for living, socialising, well-being and improving digital touch points. Campuses become welcoming, inclusive and stimulating educational ecosystems, oriented towards an authentic experience of knowledge.
The University promotes its collegial educational model of integral development of the person, supporting the recognition of the Colleges of Merit by the MUR. In this perspective, it also provides for the increase in the number of accommodation places in on-campus colleges and University residences.
The University consolidates and expands its commitment to students with disabilities, SLDs and SEN, an area in which it is among the first Italian universities in terms of number of students. Inclusion is a transversal aspect of the mission of the University and its teaching quality and, in this perspective, training cycles for teaching and technical-administrative staff and the introduction of the "Guidelines for accessible and inclusive teaching" are planned.
The University intends to responsibly address the introduction of Artificial Intelligence (AI) in teaching, research and administrative processes, through the development and adoption of a policy and guidelines for students, faculty, and technical-administrative staff.
The policy is the result of a participatory process that integrates technology and humanism, as a first step towards a human-centered "Global Compact for Education" for new technologies and AI.
Innovation in teaching is oriented towards the improvement of traditional teaching methods, through a flexible use of spaces and technologies, without undermining the epistemological framework and relational dynamics of the University community.
Specific attention is given to AI Literacy, with dedicated courses introduced into the educational offer of all Faculties, aimed at students and faculty, in line with the relevant regulatory frameworks. A permanent University unit will coordinate and evaluate the innovation processes in teaching.
To meet the needs of Italian and international students who do not have the opportunity to attend classes in person, the FutureLearn platform is introduced with professionalising courses developed in collaboration with the world of work. This strengthens remote training and the reputation of the University, and further enhances international projects, in particular the Africa Plan.
In the field of guidance, structured school-to-university transition paths are introduced on interactive and accessible digital platforms, to reach a wider audience of interest and consolidate dialogue with schools and local communies, involving the networks already linked to the University.
The aim is to provide tools and content that encourage more informed university choices, promoting the University's role in accompanying the new generations in the guidance phases.
