C9250 - PEDAGOGIA SPECIALE E OUTDOOR EDUCATION

Learning outcomes

At the end of the course, students will have acquired the competencies required to analyse specific educational situations and to design inclusive educational processes in different social contexts, drawing upon the theoretical perspectives of the social sciences.

In particular, within the field of Physical Education, students will be able to carry out systemic evaluations, plan and manage good educational practices, and critically reflect on the effects of educational mediation processes, with particular reference to activities carried out in outdoor environments.

Course contents

The course explores the fundamental principles of Special Education and the psychological sciences, with the aim of designing inclusive educational processes and promoting psychological well-being through motor activities. Drawing upon the theoretical framework of Motor Praxeology, the course examines the concepts of motor conduct, the internal and external logic of motor practices, highlighting their relevance for the analysis of educational situations, the systemic evaluation of educational contexts, and the design of inclusive interventions aimed at promoting psychological, physical and social well-being.

In particular, the course is part of an interdisciplinary pathway that integrates pedagogical and psychological perspectives in the study of physical activity in natural environments. Special attention will therefore be devoted to the relationships between Outdoor Education, stress regulation, psychological well-being and mental health, while also examining the contribution of Nature-Based Interventions as approaches to health promotion and disease prevention.

The concepts addressed in the theoretical module will be further explored and applied during the practical activities included in the integrated course. Students will be guided in designing educational experiences that enhance the potential of different learning environments, with particular reference to motor activities carried out in natural settings and to the promotion of good educational practices.

Readings/Bibliography

Reference texts

• Bortolotti A. (Ed.), Alla ricerca dello spazio perduto. Studi e ricerche in Outdoor Education, Guerini Scientifica, Milan, 2024.
• Farnè R., Agostini F., Outdoor Education. L'educazione si-cura all'aperto, Edizioni Junior, Reggio Emilia, 2026.
• Steg L., De Groot J.I.M., Environmental Psychology. An Introduction, John Wiley & Sons, 2019 (Chapters 6, 7 and 10 only).
• van den Bosch M., Bird W., Oxford Textbook of Nature and Public Health, Oxford University Press, 2019 (Chapters 1.4, 2.2, 3.1–3.3, 4.1, 5.1 and 6.1 only).

Further reading

• Bortolotti A., Lo sport adatto, Bologna University Press, Bologna, 2026.
• Gremigni P., Psicologia della salute, Carocci, Rome, 2022.

Additional reading materials, scientific papers and teaching resources will be made available to students through the University of Bologna's Virtuale online learning platform.

Teaching methods

The course adopts active learning methodologies aimed at promoting students' active and informed participation while fostering connections between theoretical reflection, direct experience, scientific research and educational planning.

Alongside interactive lectures, students will engage in guided discussions, individual and small-group activities, analysis and educational planning tasks, practical exercises involving psychological assessment methods and research tools, case study analysis, video analysis, and learning activities based on the flipped classroom approach, in which part of the course content is studied independently before class, allowing classroom time to be devoted to discussion, collaborative learning, critical reflection and practical application.

Particular attention will be devoted to the analysis of complex situations, the design of inclusive educational pathways and interventions aimed at promoting psychological well-being, while fostering an interdisciplinary dialogue between pedagogical and psychological perspectives.

The practical activities included in the integrated course will also provide students with the opportunity to directly experience and apply the main theoretical principles addressed during the course.

Assessment methods

Assessment is considered an integral part of the learning process. Rather than simply marking the end of the course, it provides students with the opportunity to demonstrate the level of knowledge, understanding and professional maturity they have developed throughout the semester.

For the Motor Praxeology module, attending students will be assessed through the development and presentation of an individual or small-group Project Work, focusing on the analysis or design of inclusive educational pathways through motor activities and Outdoor Education. Project Works will be presented and discussed during the final class session, which will be devoted to peer discussion and critical reflection, consistently with the active learning methodologies adopted throughout the course.

For non-attending students, assessment will consist of either an oral examination or a written assignment, according to the student's preference and in agreement with the lecturer. Assessment will take into account the accuracy of the content, the quality of critical analysis, the ability to integrate pedagogical and psychological perspectives, and students' autonomy in designing inclusive educational interventions.

For the Psychology module, assessment will consist of an oral examination for both attending and non-attending students, aimed at evaluating their knowledge of the main course topics, their critical thinking skills, and their appropriate use of disciplinary terminology. Further information will be provided at the beginning of the course.

Regarding assessment, the use of Generative Artificial Intelligence tools is permitted only for limited, declared and non-substantial support activities (e.g. summarising or rephrasing texts). Substantial use of AI in producing assessment work is not permitted, and all submitted work must represent the student's own original contribution.

Students with disabilities, Specific Learning Disorders (SLD) or other specific learning needs are encouraged to contact the University's dedicated support service well in advance in order to discuss any appropriate adaptations to teaching activities and assessment methods, while fully respecting the intended learning outcomes of the course.

Teaching tools

Teaching activities will be supported through the University of Bologna's Virtuale online learning platform, where students will find study materials, lecture presentations, scientific papers, additional readings, bibliographical references and other learning resources.

Throughout the course, videos, multimedia resources, case studies, observation and documentation tools, and other teaching materials supporting the analysis, design and evaluation of inclusive educational interventions, including those carried out in Outdoor Education settings, will also be used.

Teaching materials will be progressively updated throughout the course in response to students' interests and to developments in current scientific debate.

Generative Artificial Intelligence tools may be used as a support for individual study, provided they are employed critically, responsibly and transparently, for example to summarise course contents, reformulate concepts or support self-assessment.

Office hours

See the website of Alessandro Bortolotti

See the website of Francesca Agostini