Bridging
a) the voices of present pedagogical research
b) with the results of international interdisciplinary research in the field of educational processes of children, adolescents and with a specific attention to adults, of education, with a specific attention to genre, individual and intercultural differences, of expressive / communicational / linguistic / lexi-cal, ludic styles, cognitive styles, learning styles, social styles,
c) with the usability of traditional and innovative educa-tional strategies and methodologies promoting wellbeing, development of identity, autonomy, participation, orientation and self-orientation, creativity, active interaction, expressive appropriateness, lexical and semantic pedagogical appro-priateness,
d) with the analytic, logic, reflexive reading of social and educational phenomena,
e) with the elaboration of educational and socio-educational projects aiming at integration and inclusion within societies and labour markets,
f) with methodological and technical competences supporting the ability of monitoring and distinguishing the evaluation from the assessment of human resources and of the designed lifelong learning educational projects,
g) with the clear knowledge of strengths and weaknesses of national and international educational policies.

By the study of Modern theories of education and pedagogy of expression (Exchange Program) the student will be able to achieve the following training objectives.
Knowledge and understanding:
- defining and identifying the epistemological and methodological subject field;
- adopting a reflexive, observative, analytical, logical, projectual attitude and approach, able to define and deepen disciplinary and interdisciplinary links;
- knowing the contents and objectives of traditional and innovative pedagogical approaches promoting the idea of projectuality as valorisation of the individual and of its reference micro-groups;
- knowing the usability of traditional and innovative strategies and methodologies, techniques and tools promoting the idea of inclusion and integration within societies and labour markets as one of the main pedagogical objectives and contents;
- knowing the tools of the educational policies for inclusion and integration;
- knowing the usability of the tools that allow effective educational relationships;
- adopting an educational approach based on listening and on the ability in translating an educational need into an educational goal;
- knowing the role and function of present educational agencies;
- knowing the results of national and international research on the specific objectives of inclusive education.
Applying knowledge and understanding:
- analysing and deepening the meanings of the best educational and training practices with specific reference to consolidated pedagogical strategies and methods;
- being available to networking and group-working;
- being aware of his ethical and professional responsibility, of the need of being reliable and credible;
- being able to build inclusive contexts for children, adolescents, adults with cognitive and social difficulties;
- identifying and generalizing educational phenomena and processes, their contents and the impact they produce on learning, social, expressive, communicational styles;
- reading, grasping, identifying, defining educational and socialisation needs within life contexts;
- assessing the quality of the educational and cognitive processes fostered in different educational settings;
- identifying, explaining, commenting, detailing the effects produced by changes on learning styles.
Making judgements:
- linking pedagogical theory to learning processes;
- assessing the usability of strategies, methods, techniques, operational tools for the valorisation of reliable pedagogical approaches;
- using a systemic thinking.
Communication skills:
- using effective interaction strategies within traditional educational settings and parallel school;
- listening to and understanding the needs communicated by children, adolescents, adults within operational settings implementing educational activities, training, socialisation, expression, communication, orientation, self-orientation;
- adopting projectual styles based on a pedagogical thinking and a reliable educational action;
- adopting a pedagogic lexicon based on keywords able to define and explain meanings, processes and objectives;
- significantly interacting in a L2 and knowing its pedagogical vocabulary.
Learning skills:
- being available to participate in different scientific and cultural research contexts and networks;
- understanding the meaning of present educational challenges;
- valorising the sense of pedagogical approaches able to support the perspective of inclusive education and didactics;
- interacting within traditional educational settings and within parallel school, with the aim of supporting the perspective of lifelong and lifewide learning.