2026-01-29
Raffaele Pozzi
Abstract This article examines the emergence of a new ecological aesthetic and environmental pedagogy in the 20th century music through the works of Olivier Messiaen and Gustav Mahler. Both composers display affinities in their inspiration to nature and to the sound of nature. The monumental dimension of Mahler’s Third Symphony (1893-96) – which conceives the symphonic form as a gigantic world, proceeding vertically from terrestrial nature to God – is similar to the cosmic program of Messiaen’s Turangalîla Symphonie (1946-48). The two musicians share a similar romantic adherence to the myth of nature, which rejects the degradation of urban space and the anthropocentrism. Messiaen, after 1950, distancing himself from the serial avantgarde, achieves a radical, integral naturalism in works such as Catalogue d’oiseaux (1956-58) and Chronocromie (1960) where a musical reinvention of birdsong becomes fundamental. This evolution is parallel in the 1970s with a new ecoaesthetics and ecological pedagogy which is affirmed, among others, in the works and in the educational model of Raymond Murray Schafer. The new musical ecocentrism is an expression of the crisis of the anthropocentrism of the avantgarde and shows the rise of a new postmodern perspective on the relationship between man and nature.
2026-01-29
Shauib Abolakale Muhammed, Margaret Funke Omidire
Abstract Social anxiety affects adolescents’ ability to navigate social interactions, influencing their academic performance and mental well-being. However, research on its prevalence among Nigerian secondary school students remains limited. This study explores the incidence of social anxiety among students in Ilorin, Nigeria, with a focus on gender and age differences. Using a descriptive survey design, 400 students were selected through stratified and simple random sampling. Data were collected via the Incidence of Social Anxiety Questionnaire (ISAQ) and analyzed using descriptive statistics and t-tests at a 0.05 significance level. Findings indicate that students commonly experience anxiety in social situations such as eating in public (83.5%), interacting with authority figures (61.8%), and public speaking (61.5%). While age had no significant effect, female students reported higher social anxiety levels than males. The study underscores the need for increased awareness among educators and parents, along with targeted interventions to support adolescents, particularly females, in managing social anxiety. Creating a more inclusive and understanding school environment can help mitigate its effects and enhance students’ overall well-being.
2026-01-29
Gaetano Domenici
Education and Culture as an Antidote to Emerging Ochlocracies Editorial
2026-01-29
Galuh Nur Rohmah, Ulil Fitriyah, Lina Hanifiyah
Abstract This study investigates EFL teachers’ conceptions of Intercultural Language Learning (IcLL) in Indonesian Madrasah Aliyah and examines how they link intercultural learning with the promotion of religious moderation. Using a qualitative narrative inquiry design, data were generated through a preparatory questionnaire and semi-structured interviews with five English teachers. Thematic analysis, informed by Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), was used to interpret teachers’ intercultural orientations and classroom practices. The findings show that teachers view IcLL as fundamental to language learning and as a strategic medium for cultivating open, tolerant, respectful learners while reinforcing religious moderation. Most teachers are positioned between minimisation and acceptance, with some evidence of emerging adaptation. However, the enactment of IcLL remains uneven and dependent on school context, teacher training, and the availability of culturally rich materials.
2026-01-29
Elena Zizioli, Chiara Meta, Lisa Stillo, Rita Marzoli, Giulia Franchi, Elisabetta Colla
Abstract The paper, the result of a scoping review conducted within the framework of the PRIN «Phoenix. A New Kind of ‘Rebirth’ for Women and Children Living in Conditions of Marginalization», explores the condition of incarcerated mothers through a pedagogical and intersectional lens, with the aim of redefining educational and social services for women and children living in conditions of marginalization. Drawing on a rigorous and multidisciplinary methodology, the literature review identified 85 relevant international studies. The subsequent thematic analysis revealed seven core conceptual areas shared across the studies: social and institutional stigma; narratives and representations; systemic racism and intersectional perspectives; mental health and well-being; forms of agency and disempowerment; motherhood inside and outside prison; and prison policies. The findings highlight recurring critical issues across the various contexts examined: motherhood in prison emerges as an ambivalent space in which women negotiate their identities between institutional control and practices of resistance, within a penal system that remains largely inattentive to gender dynamics and the parental role of women.
2026-01-29
Francesca Alby, Matteo Alpini
«LIKE TREES WITHOUT ROOTS»: THE CHALLENGES OF SUPPORTING YOUNG MIGRANTS IN PRACTITIONERS’ NARRATIVES Abstract The article explores the challenges that operators of reception centers face when working with young migrants. The research analyzes the perspectives of professionals who participated in an experiential training project based on case discussions. Six main themes emerge from the observational reports: learning the Italian language, meeting deadlines, sending money home, the temptation of «easy money», bureaucratic complexities, and difficulties in mutual understanding. The narratives around these themes show the many «voices» involved (regulatory framework, institutions, migrants, families) and the complexity of managing integration requests. Many of such requests are indeed full of paradoxes and difficulties. Operators seem to find themselves amid these tensions alongside their young clients, caught between standard regulatory demands and the reality of individual particular cases. In this complex scenario, the role of the operators is crucial. Not only do they offer services with practical utility, but they also act as a bridge between two worlds that meet and clash, requiring the deployment of intercultural sensitivity and the capacity for empathetic listening.
2026-01-29
Maria Giulia Ballatore, Anita Tabacco
Abstract STEM education requires a solid foundation in mathematics, which is often lacking in incoming students. To address these gaps, Politecnico di Torino developed CIAO!/OAIC! (Corso Interattivo di Accompagnamento Online / Online Accompanying Interactive Course), an online preparatory course featuring a virtual escape room as its final self-assessment activity. This escape room, set in the digitalized spaces of the actual university, tests mathematical prerequisites through problem-solving challenges while providing immediate feedback. The study analyzes two implementations: a pilot with time constraints and prize incentives and an updated version with extended access and no external rewards. Results show that removing competitive elements and extending gameplay duration led to increased student engagement and higher success rates. The findings demonstrate that reduced time pressure facilitated deeper learning and knowledge consolidation. Additionally, the study reveals that external incentives did not significantly impact participation rates, suggesting that students’ intrinsic motivation to assess their mathematical readiness was sufficient to drive engagement with the platform.
2026-01-29
Manuel Ángel Río Ruiz, María Ortega Gómez
Abstract This article analyses the consequences of the development of the Early Childhood Education for 0 to 3 years old model implemented in Andalusia (Spain), whose enrolment achievements have been based on extensive reliance on private providers. The analysis is based on in-depth interviews and statistical data from official sources. The findings show how reliance on a privatized model generates economic and territorial barriers to access, as well as affecting the quality of services and schooling conditions. These are negatively affected by the economic constraints of private schools, worse working conditions and difficulties in training and coordination. As a result, schools prioritize basic welfare aspects over educational projects and pedagogical innovation.