Supportare e accompagnare i processi di autonomia nei settori dell’istruzione e della formazione nell’era digitale

This study investigates the evolution of education in the digital era, with particular reference to the European, Italian, and Tuscan contexts, focusing on digital competences and learner autonomy within inclusive learning processes. Starting from European and national educational policies, the research analyses the acceleration of digitalisation triggered by the COVID-19 pandemic and the initiatives promoted by the Italian Ministry of Education, highlighting the role of teachers’ digital competences in transforming teaching and learning environments. The study combines quantitative and qualitative analyses of data collected in Tuscany during the pandemic, exploring students’ engagement, access to digital resources, family involvement, and the capacity of learners to manage autonomous learning processes mediated by digital technologies. Special attention is devoted to the impact of the National Recovery and Resilience Plan (PNRR) on schools, supporting innovation, personalised learning, and the development of inclusive digital learning environments. The research also examines teacher self-assessment models based on European frameworks such as DigCompEdu and SELFIE for Teachers, promoting continuous professional development and reflective practice. The empirical component is based on a research-action project conducted in the Island of Elba (Elba for Future), analysing emerging training needs, the influence of digital technologies and artificial intelligence on teaching strategies, and the effectiveness of targeted professional development initiatives. The study concludes by outlining future perspectives and practical recommendations for strengthening teacher and student autonomy within inclusive and innovative educational ecosystems.