Conference Program

In contemporary society, characterized by rapid technological transformations, the expansion of digital environments, and the growing influence of Artificial Intelligence, the relationship between education and democracy has become increasingly central to pedagogical and political debate. Digital technologies have profoundly reshaped access to knowledge, forms of social participation, and democratic processes, generating both new opportunities and significant challenges. In this context, schools play a fundamental role in preparing informed, responsible, and active citizens capable of critically understanding the complexity of contemporary society. From a theoretical perspective, democratic education represents an essential dimension of the educational process. Drawing on John Dewey’s pedagogical thought, democracy can be understood not only as a political system but also as a form of associated living grounded in participation, dialogue, and shared responsibility. Education thus becomes the primary means through which democratic values, critical thinking, and civic responsibility are cultivated. Schools are therefore not only institutions for the transmission of knowledge but also environments in which democratic culture is experienced and developed through participation and dialogue. Italian Law no. 92 of 2019, which reintroduced civic education as a compulsory and cross-curricular subject across all school levels, represents a significant pedagogical and normative development. This law constitutes an important educational reform, as it recognizes civic education as a central element in the formation of democratic citizens and assigns schools a key role in promoting constitutional values, social responsibility, and active participation. Particular emphasis is placed on digital citizenship, highlighting the need to develop students’ critical, ethical, and participatory competences in order to navigate digital environments increasingly shaped by algorithmic systems and the influence of Artificial Intelligence. The pedagogical value of Law 92/2019 lies in its capacity to position civic education as a structural component of the school curriculum and as a key instrument of democratic education. By integrating civic, social, and digital dimensions, civic education contributes to the development of critical thinking, ethical responsibility, and active participation, which are essential for democratic life in contemporary societies. In a context marked by the growing pervasiveness of digital technologies and Artificial Intelligence, civic education provides students with the cognitive and ethical tools necessary to understand, critically evaluate, and responsibly engage with ongoing technological transformations. This paper offers a theoretical interpretation of civic education teaching in Italian schools, highlighting the contribution of Law 92/2019 to strengthening democratic education. It argues that civic education represents a fundamental pedagogical response to the challenges posed by digital transformation and Artificial Intelligence, contributing to the formation of citizens capable of conscious, critical, and responsible participation in contemporary societies.