08 Nov DigiVET Research in Italy
As a result of the COVID-19 emergency on teaching and online teaching, VET professionals in Italy remarked
a series of outcomes that were more or less unexpected. The map of key words shows the different outcomes
and the weight (smaller or bigger).
An attention deficit (poor concentration) appears to be the highest impact on VET learners during the
pandemic. On the other hand, the use of digital tools has influenced a more effective management of the
lessons and of the school dynamics. The development of new competences is another positive impact of
working with online tools in teaching and learning.
It’s interesting to note how several aspects result contradictory: a more active participation (linked to a
higher motivation and autonomy) but at the same time less participation (linked to truancy, participation
with video cameras off, school drop-out). Teachers and learners experienced more attractive lessons (given
the multiplicity of tools, variety of activities, alternative teaching, integrated lessons) but also to difficulty
in laboratory didactics and a decline in learning. There was more cooperation but also more loneliness
among the learners. Concerning the access to education, the experiences in Italy highlight: heightened
fragilities, gap between students, but progress in some cases of SpLD (Specific Learning Difficulties).
The pandemic influenced a period of experimentation concerning the use of digital tools in teaching and
increased VET professionals’ awareness on the meaning of digital didactics as well as on the added value that
it can bring to learning in VET.
VET professionals in Italy have unanimously concluded that distance online education cannot and should not
substitute in presence education, but that traditional education can be enriched by digital education if used
in an integrated way (blended learning).