The research activity is developed within an interdisciplinary framework integrating educational psychology, intercultural pedagogy, the human sciences, and philosophical reflection, with particular attention to educational, relational, and cultural processes in complex societies.
1. Educational Psychology, Learning, and Human Development
This research area focuses on the study of cognitive, emotional, and relational processes involved in learning and human development. The research examines meaningful learning from the perspective of cognitive psychology, metacognitive dynamics, motivation, and the role of emotions in educational contexts. Particular attention is given to teaching and training practices that foster academic success and the holistic development of the person.
2. Inclusion, Psychological Well-Being, and Educational Vulnerability
This area brings together studies on educational disadvantage, Specific Learning Disorders, and processes of school and social inclusion. The research adopts an integrated psycho-pedagogical perspective, highlighting the role of educational networks, personalized learning pathways, and preventive approaches. It also includes recent studies on psychophysical well-being and on the interactions between mind, body, and environment, integrating contributions from the health sciences.
3. Intercultural Psychology and Intercultural Pedagogy
This core research area is dedicated to the study of psychological, educational, and identity-related processes in culturally plural contexts. The research addresses intercultural approaches to history teaching, youth cultures and consumption, and contemporary social transformations, interpreting interculturality not merely as the management of diversity, but as a cognitive, relational, and formative resource for dialogue among cultures and for the development of responsible citizenship.
4. Educational Communication and Relational Dynamics
This research area examines communication as a psychological and relational process within educational and training contexts. The studies explore the shift from linear models of communication to ecological and systemic models, focusing on the role of language, gestures, and interactions in meaning-making, educational relationships, and human development.
5. Philosophy, History of Thought, and Foundations of Education
This research area is devoted to philosophical and historical-theological reflection on the foundations of education. The studies investigate the role of philosophy and theology in scientific and cultural debates, their contribution to the development of critical thinking and epistemological awareness, and the formative value of classical and medieval thought in contemporary educational contexts.
