Conference Program

The quality of intergenerational relationships has undoubtedly changed. Educational relationships—such as those between parents and children or teachers and students—have taken on new forms in response to the transformations characterising contemporary society, including the advent of the internet, new media, and artificial intelligence (Jandrić, 2017).

In this context, the adult world appears to be finding it increasingly difficult to respond adequately to the demands and needs of younger generations. This is evident in the growing number of anxious parents who turn to specialists and manuals (Haidt, 2024), teachers who often feel frustrated by their perceived inability to understand youths (Cickovska, 2022), and policy measures of questionable effectiveness aimed at addressing youth violence (such as recent proposals to introduce metal detectors in schools).

Adults frequently appear inadequate, presenting themselves either as fragile caregivers or oscillating between extremely controlling and highly indulgent attitudes, often unable to express dissent or set limits. Such approaches risk fostering a sense of uncertainty among young people and a weakened adherence with reality, resulting in increased fragility in managing relationships and social challenges. These dynamics contribute to the gradual withdrawal of many adolescents and young adults from the public sphere and to a diminished capacity to imagine themselves as active citizens within a democratic society (Giroux, 2014).

Increasingly absorbed by their smartphones, young people risk becoming subjugated by social media, influenced by the myth of perfection and the anxiety generated by systems of capitalist efficiency. In this scenario, some turn to “alternative listeners” (e.g. AI-based tools acting as psychological supports) to address their doubts and questions. Others respond by engaging in “social and digital detox” practices, while still others demonstrate a strong commitment to proactivity in areas such as peace and sustainability.

As educators, we cannot remain silent in the face of the multifaceted requests for listening expressed by young people. Among the experiences that higher education can offer, dialogical practices emerge as powerful tools for empowerment, critical awareness, and democratisation. The research project presented in this paper is situated within this framework.

Drawing on critical–emancipatory pedagogy (Denzin & Lincoln, 2023) and a bottom-up participatory approach, the study employed a qualitative research design centred on a series of five focus groups—referred to as “dialogue tables”—with students enrolled in Educational Sciences degree programmes at several Italian universities. The aim was to explore students’ attitudes towards personal and collective participation by foregrounding their voices and concerns. The dialogue tables were facilitated by the researcher using an interview guide developed from the thematic analysis of responses to a questionnaire administered in spring 2025 (n of responses= 580). Each dialogue table lasted approximately two hours and engaged participants in discussion around five generative themes. The project sought to create a shared dialogical space in which students could collectively reflect on practical issues that directly affect their lives as individuals and citizens.

This practice aims to support the development of dialogical skills, autonomy in decision-making, and responsibility towards others, in line with the goal of cultivating humanity (Nussbaum, 2006).