The contribution aims to explore the educational role played by social media, with a specific focus on the voice of disability influencers and how they contribute to shaping the public perception of disability. This qualitative study aims to explore the role of disability influencers on social media, delving into the challenges they encounter and the positive aspects emerging from their interactions with followers. The role of disability influencers is a crucial aspect that has very recently gained increasing relevance. They have opened a new window into the variety of experiences related to disability. This study also aims to emphasise the transformative impact of disability influencers on the traditional narrative, challenging stereotypes and promoting a more authentic and inclusive image of people with disabilities. In terms of methodology, the study is based on semi-structured interviews involving three Italian influencers: a nano-influencer and two macro-influencers. The study explores various key themes, such as understanding how these influencers navigate the landscape of social media, a detailed examination of the instances of online hatred they have faced through their journey as influencers and their perspectives on sexuality — often a particularly sensitive topic, especially when associated with disability. Additionally, the study explores their insights on the latest technology designed to enhance the sexual well-being of individuals with disabilities.

The growing integration of technology into our daily lives not only poses challenges but also offers opportunities for advancing social justice. Technologies and platforms can serve as potent instruments for fostering inclusion, especially when examining the extra-school context. This dimension encompasses the social learning and interactions that frequently take place within or through technological spaces, platforms, or tools. This contribution centers on an innovative transmedia tool known as “Triangle P+”(Balsells, Vaquero, et al., 2023), which takes a crucial role in promoting family inclusion in parental education.

While transmedia narratives in education have often been associated with intraschool dynamics, our approach embraces the three pillars of transmedia: media convergence, participative culture, and collective intelligence (Freire, 2020) to foster education outside the classroom and in non-formal settings, specifically to increase family inclusion in the socio-educative field of family support. Transmedia storytelling applied to education enables anyone to learn proactively, dynamically, and interactively, through a wide variety of resources (Sánchez-Caballé & González-Martínez, 2022). By intertwining content seamlessly across mediums, transmedia education promotes a holistic understanding of topics and encourages actual participation fostering inclusion (Scolari et al., 2019), thorough learners becoming co-creators of knowledge, fostering a sense of agency and collaboration (González-Martínez et al., 2019).

Therefore, we designed a transmediatic tool for inclusion with the goal to fostermeaningful social participation, knowledge sharing, and collaboration between families and social educators. The tool was created through a peer-research methodology rooted in produsage (Bruns, 2008), collective intelligence and leveraging the potentials of media convergence. The Triangle P+ not only aligns with the foundational principles of transmedia education but also serves as a co-produced instrument for personalized learning articulating a personalized learning environment for parents (Balsells, Borrego, et al., 2023). The use of this tool allows educators to create immersive learning experiences with multiple entry and exits points for learning (Balsells, Urrea-Monclús, et al., 2023).

Transmedia is a way in today's digitally connected world to bridge the gap between traditional learning and the dynamic environments where individuals live, interact, and grow. The “Triangle P+” is designed to harness the potentialities of transmedia by weaving narratives that resonate with learners in diverse and informal settings(Raybourn, 2012). It recognizes the importance of reaching learners in their everyday spaces, acknowledging the influence of digital platforms on identity formation and socialization (Taddeo & Tirocchi, 2021). Moreover, it is creation involves collective intelligence, allowing for a more inclusive and diverse representation in content and knowledge development promoting a sense of belonging and ownership for all involved. This approach offers a dynamic and socially inclusive method of learning.

The “Triangle P+” transcends traditional educational boundaries but also directly addresses the need for exploring the potentialities of transmedia in extra-school contexts(Erta-Majó & Vaquero, 2023). Therefore, tht objective of this contribution is to exploretransmedia educative tool co-production through peer-research methodology forpromoting family inclusion in parental education.

Serious games are often defined as games that are designed with the primary purpose of education or training in mind (Laamarti et al., 2014; (Michael & Chen, 2005; Jantke, 2010), games that may serve as powerful tools for fostering social inclusion and embody significant educational value in contemporary society. As interactive mediums, games transcend barriers of age, culture, and background, creating spaces where individuals can connect, collaborate, and learn collectively (Charsky, 2010). Through gameplay, participants engage in meaningful interactions, developing crucial skills such as teamwork, problem-solving, and communication (Michael Cody, 2009; Freitas & Jarvis, 2007; Pereira et al., 2012). Moreover, games offer immersive experiences that promote empathy and understanding, disseminating multiple narratives, facilitating the appreciation of diverse perspectives and fostering inclusive communities. In educational contexts, games provide dynamic platforms for experiential learning, enabling students to explore complex concepts in interactive and engaging ways (Sánchez & Olivares-Donoso, 2011). By harnessing the potential of games, educators can cultivate critical thinking, creativity, and digital literacy skills essential for promoting social justice in the modern world. Ultimately, recognizing games as instruments of social inclusion and educational enrichment underscores their profound impact on shaping inclusive societies and nurturing lifelong learners.

Especially in the last decades, the field of serious games has been exponentially growing (Laamarti et al., 2014). During the past three years, an international multidisciplinary team of researchers and professors from Bulgaria, Finland and Italy has conducted a systematic analysis of 42 existing games. Of these 42 video and online games, 16 have been positively evaluated. While some games are focusing directly on transliteracy and digital fluency (for instance titles like Play Archivist, Fake it to Make It, and Get Bad News), many others have broader society-oriented goals but can still improve transliteracy skills. Video and serious games like Memory Reloaded, Syrian Journey, Bury me, my love are examples of how by offering diverse experiences and perspectives, media could act like valuable tools to foster empathy, critical thinking, and intercultural understanding. They create a platform for individuals to explore and comprehend complex social issues in a safe and engaging environment.

The presentation will focus on the dissemination of findings from this selection.

In contemporary scenario, the role of non formal education in shaping the educational and socialization processes of young people has gained increasing recognition. This contribution aims to explore how non formal education contributes to the educational and social development of young people, particularly in the context of digital transformation, and how the integration of digital technologies into non formal education activities empowers youth and fosters social inclusion (Wong, 2021; Coppola & Crescenzo, 2022).

Using digital technologies, non formal education programs can enhance learning outcomes, facilitate collaboration and communication, and provide access to resources and opportunities that may not be available through traditional means. From online learning platforms and digital storytelling workshops to coding clubs and virtual mentorship programs, digital tools enable non formal education practitioners (youth workers) to create engaging and interactive learning experiences that empower young people to develop critical digital skills and competencies (Livingstone, 2018; Karsenti & Fievez, 2021).

Moreover, the integration of digital technologies into non formal education can play a transformative role in promoting social inclusion and combating inequalities. By leveraging digital tools and platforms, non formal education initiatives can reach marginalized and underserved communities, providing them with access to educational resources and opportunities that may otherwise be inaccessible. Additionally, digital technologies can provide a platform for marginalized voices to be heard, enabling young people to express themselves, share their experiences, and advocate for social change.

This contribution will explore the multiple ways in which non formal education contributes to the empowerment of young people in the digital age, with a particular focus on improving digital skills and literacy, promoting youth empowerment, promoting inclusion social and equity, as well as strengthening democratic values and civic commitment.

Through an exploration of these themes, this contribution seeks to highlight the transformative potential of non formal education in empowering young people in the digital age and promoting social inclusion and equity (UNESCO, 2017; European Commission, 2020). By leveraging digital technologies and embracing innovative approaches to non formal education, we can create inclusive and empowering learning environments where all young people could thrive and contribute to building a more just and equitable society.

In recent years, the world has witnessed a series of significant events that have shaken political agendas and deeply affected the personal lives of many. These range from the lockdown and enforced social distancing to the growing awareness of the climate emergency, as well as the escalation of military conflicts and humanitarian crises that feel ever closer, both physically and emotionally, thanks to the extensive (social) media coverage.

These events have led to new anxiety disorders, particularly affecting young people challenged by lost social interactions and future uncertainties (Barchielli et al. 2022). Students in particular have been affected due to the forced shift to remote learning and social distancing, with significant impacts on their social and mental health (Riboldi et al. 2023; Busetta et al. 2021). Confronted with disheartening news and a divided existence between online and offline, students have discovered in memes a particularly effective means to fulfill their cravings for social engagement and shared understanding.

Memes, as transmedial symbolic forms (Shifman, 2014), resonate with individual experiences and the collective cultural practices that envelop them (Knobel and Lankshear, 2007), cultivating a shared understanding in the digital realms they occupy. These forms encourage the practices of produsage (Bruns, 2008) and vernacular creativity (Burgess, 2006), positioning memes as pivotal in sparking an interactive dynamic. Primarily, they enable individuals to voice their private, deeply personal perspectives, offering a platform for articulating thoughts and emotions on complex topics (Bracciale and Aglioti Colombini, 2023). This mode of expression extends beyond catharsis to foster collective empathy and a nuanced comprehension of personal narratives within a larger social framework.

Furthermore, memes organically promote community building (Bennett and Segerberg, 2013), crafting spaces where people with aligned interests or experiences can engage. Within these digital spaces, individuals explore less touched upon aspects of their shared paths, encouraging thorough reflection on how these experiences influence their daily lives, mental, and social health, and how they can collaboratively address the uncertainties that stem from these challenges.

This dynamic not only fortifies community ties but also diversifies dialogue, offering a rich, multifaceted view of topics through humor, satire, and creativity. Thus, memes evolve beyond their status as mere digital objects to become instruments of social unity and collective interpretation of their surroundings.

The Instagram profile "MemesUnipi" is analyzed in this research as a case study to delve into the impact of memes on crafting online communities amongst university students, serving the dual objectives of enabling storytelling and enhancing social connections.

Through a content analysis, this investigation sheds light on how the memeification of the university experience not only acts as a humorous antidote to the daily challenges of academic life, thereby crafting spaces for recognition and identification where students can feel acknowledged and supported, but also brings the more troublesome aspects of the university journey—including the stigmatized feelings of anxiety about assessments, fear of failure, and concerns for the future—into a polyvocal public conversation (Milner 2013) encouraging collective strategies to navigate these issues, one meme at a time.