Bibliographic Details
| Title: |
Innovating Pedagogy while upholding new Digital Human Rights and fostering Critical Thought: the Knowledge-Sparkling Experience of southern Apulian special Kids at CNR Environmental Research Infrastructures. |
| Alternate Title: |
Innovare la Pedagogia tutelando i nuovi Diritti Umani Digitali e promuovendo il Pensiero Critico: un’Esperienza che ha acceso la Conoscenza nei Ragazzi Speciali del Salento meridionale presso le Infrastrutture di Ricerca Ambientali al CNR. |
| Authors: |
Russo, Corrado1,2 c.russo68@phd.uniba.it |
| Source: |
Nuova Secondaria. mag2026, Vol. 43 Issue 9, p354-364. 11p. |
| Subject Terms: |
*Educational innovations, *Educational technology, *Poor children, *Education ethics, *Educational equalization, *Critical thinking, Human rights |
| Abstract (English): |
This article addresses the critical challenges of learning enhancement through technology, arguing that while digital revolution offers unprecedented opportunities, its equitable integration requires unconventional, pioneering and visionary approaches capable of tackling systemic disparities and protecting emerging digital human rights. A case study explains how highly advanced Environmental Research Infrastructures can be experienced as "knowledge-sparkling" ateliers by minors from marginal inner areas and with educational poverty background, describing at which conditions pedagogical innovation can today face the crucial task of balancing progress with ethical responsibility. [ABSTRACT FROM AUTHOR] |
| Abstract (Italian): |
Questo articolo affronta le sfide cruciali del potenziamento dell’apprendimento attraverso la tecnologia, sostenendo che, sebbene la rivoluzione digitale offra opportunità senza precedenti, la sua integrazione equa richiede approcci non convenzionali, pionieristici e visionari, capaci di fronteggiare le disparità sistemiche e di tutelare i nascenti diritti umani digitali. Un caso di studio illustra come le Infrastrutture di Ricerca Ambientali ad alta tecnologia possano essere vissute da minori provenienti da aree interne marginali e con background di povertà educativa, come veri e propri atelier che accendono conoscenza, descrivendo a quali condizioni l’innovazione pedagogica possa oggi assolvere al compito cruciale di bilanciare il progresso con la responsabilità etica. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
