Conference Program

Interactive Groups (IGs) are among the Successful Educational Actions (SEAs) identified in the European research project INCLUD-ED as evidence-based practices capable of improving academic learning while strengthening social cohesion in diverse educational contexts (Flecha, 2000; Flecha & INCLUD-ED Consortium, 2015). Grounded in the principles of dialogic learning, Interactive Groups reorganize classroom dynamics through heterogeneous small-group work and egalitarian dialogue, fostering collaborative learning and the active participation of students, educators, families, and community members.

This paper presents the Italian fieldwork conducted within the Horizon Europe projects SHAR-ED and REVERS-ED, focusing on the implementation and experimentation of Interactive Groups in educational settings characterized by socio-economic diversity and the presence of students from migrant and vulnerable backgrounds. Rather than approaching IGs merely as a pedagogical technique, the study examines them as a community-based educational practice capable of reshaping relationships within schools and between schools and their surrounding social environments, in line with dialogic and participatory research traditions (Gómez, Puigvert, & Flecha, 2011).

The analysis draws on both quantitative and qualitative fieldwork conducted in Italian schools, including classroom observations, interviews with teachers and volunteers, and collaborative reflection with school communities engaged in the experimentation. Particular attention is devoted to understanding how Interactive Groups contribute not only to improvements in instrumental learning and classroom interaction, but also to broader processes of community participation and democratic engagement within the school environment.

Preliminary findings highlight that the involvement of volunteer parents and community members in classroom activities expands the educational space beyond the traditional boundaries of the school, strengthening relationships between families, educators, and the wider community. This participatory structure fosters inclusive learning environments in which students with diverse abilities and backgrounds collaborate and support one another, reducing segregation and enhancing mutual recognition.

The Italian experiences analyzed in this paper suggest that Interactive Groups can operate as a powerful mechanism for reversing educational inequalities, combining academic support with the mobilization of community resources and social capital. Beyond measurable cognitive outcomes, their impact extends to the relational and civic dimensions of schooling, contributing to the development of democratic learning environments where dialogue, solidarity, and collective responsibility become central elements of the learning process.

By documenting how Interactive Groups are implemented and experienced in the Italian context, this study contributes to the broader objectives of REVERS-ED, offering insights into how evidence-based educational interventions can promote academic equity, social inclusion, and community engagement while strengthening the democratic role of schools in increasingly diverse societies (Ruiz-Eugenio et al., 2023).

These findings contribute to current debates on how evidence-based educational practices can play a key role in reversing structural inequalities while strengthening democratic participation in education.