Conference Program

In the contemporary context, marked by technological acceleration, hyperconnectivity, and the transformation of learning environments, the relationship between education and teaching is being profoundly redefined (Castells, 2010; Floridi, 2014). Schools are increasingly called upon to address controversial issues emerging within the digital sphere, where media practices shape identities and relationships. Within this scenario, the contribution proposes a reflection on the role of socio-educational cooperatives as strategic partners in building educational alliances capable of supporting schools in addressing such complexities.

The widespread diffusion of digital media and their pervasiveness in young people’s daily lives generate new educational challenges: mediated relational dynamics, conflicts, disinformation, polarization, and vulnerability. These phenomena are not merely matters of “digital education”; rather, they question the educational mission of schools, which are called upon to foster critical and democratic competences within a constantly evolving communicative ecosystem.

This contribution takes as its point of observation the experience of Coop. Bangherang, engaged in the implementation of non-formal educational pathways in both school and extracurricular contexts. Through the analysis of selected projects, the paper highlights how the action of socio-educational cooperatives can strengthen the school ecosystem by offering methodologies, languages, and learning settings capable of addressing emerging needs.

In line with the Council of Europe’s recommendations on teaching controversial issues and fostering democratic culture (Council of Europe, 2016), the contribution focuses on three key functions. The first is educational mediation: cooperatives act as bridging actors between schools, local communities, and families, fostering the creation of spaces for dialogue. The second is methodological innovation: non-formal pathways make it possible to address controversial issues, transforming complexity into opportunities for learning. The third is the promotion of democratic competences: the digital sphere is understood not as a separate domain, but as a space in which practices of citizenship are exercised on a daily basis.

The underlying hypothesis is that socio-educational cooperatives can contribute to the development of a school capable of “inhabiting” digital transformations without reducing them to emergencies, but rather recognizing them as central educational terrain. Through the discussion of the cases, the contribution seeks to offer theoretical and methodological reflections on the role of the third sector in constructing shared educational practices in the digital age.

Case Studies:

Reading the World: A primary school project dedicated to critical information literacy, the development of critical thinking, and the recognition of disinformation. It integrates digital outputs, thematic board games, and the involvement of a youth-oriented editorial team designed for the target group.

Generation Online: A lower secondary school pathway addressing gaming and video games. It analyzes common game mechanics, with particular attention to those that influence behavior, and guides students in designing their own video game in order to enhance awareness and critical capacity.

Financial Education: A project for upper secondary schools, developed in collaboration with a banking institution. Through thematic board games and dedicated simulations, it explores issues such as debt, risk, and misleading promises of profit conveyed by apps and online influencers.