Conference Program

Multimediality has been widely examined and increasingly adopted over recent decades. On one hand, it has been linked to the gradual consolidation of digital technologies; on the other, it has become an essential tool for inclusive processes. While the sensory saturation of visual and auditory channels has been acknowledged in broad terms, multimediality has assumed a more specific relevance for inclusion—exemplified by frameworks such as Universal Design for Learning. The principle of offering multiple modes of representation is now widely accepted. However, several limits persist. First, despite numerous initiatives in sensory education, teaching practice remains largely centered on vision and hearing, with other senses relegated to the background. Second, not all multimedia applications are effective: Mayer’s experimental studies demonstrate principles that distinguish multimedia use that fosters genuine learning from uses that generate only emotionally gratifying engagement without cognitive benefits. Third, there is a consequent need for appropriate teacher training.

Multisensory rooms open new possibilities beyond traditional multimedia formats: they enable methodological approaches and practical activities responsive to different forms of neurodiversity and to the varied cultural, linguistic, and social backgrounds present in classrooms. Beyond predominantly therapeutic uses, these environments have become increasingly common internationally in special schools. Approaches are highly heterogeneous: primarily passive, recreational uses coexist with more active, pedagogically oriented applications. These international practices are not easily transferable to the Italian context, where, over the last decade, cultural initiatives and training events have promoted the spread of multisensory environments in mainstream schools—often without aims strictly tied to disability.

Some of the limitations identified for multimedia re-emerge at another level for multisensoriality: multisensory exposure alone does not automatically produce positive outcomes. Effectiveness depends on the modes of use, making teachers’ professional competencies essential to integrate the necessary emotional engagement with an equally necessary cognitive dimension grounded in their own training.

From this perspective, a first step is to analyze the perceptions of pre-service teachers to assess not only conceptual familiarity with multimedia and multisensoriality but also professional representations, expectations, and perceived criticalities. For this exploratory study, a questionnaire was administered to early childhood and primary teacher trainees. The instrument—composed of four sections (demographic/contextual data; theoretical and practical knowledge on multimedia and multisensoriality; pedagogical representations of multisensory rooms; professional training needs)—aims to capture both informational levels and emerging professional postures and training needs. Results provide actionable insights for rethinking initial teacher education with an inclusive, multisensory orientation.