The course provides a critical understanding of the ethical, deontological, and professional dimensions of educational practice in formal, non-formal, and informal contexts.
Starting from the main pedagogical categories and normative references, the course promotes reflection on educational responsibility, the care of relationships, and the identity of educational professions. The following topics will be explored in depth:
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epistemological and value-based foundations of educational professionalism;
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ethical orientations of educational professions;
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ethical dilemmas and decision-making in educational contexts;
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reflective and relational construction of professional identity;
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ethics of care, responsibility, and justice in educational processes;
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specific attention to complex and intercultural contexts.
Learning Objectives and Expected Learning Outcomes (Dublin Descriptors)
D1 – Knowledge and Understanding
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Acquire knowledge of the epistemological foundations of educational professionalism and the main ethical/deontological references.
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Understand key categories and concepts (welcome, care, reflexivity, supervision, recognition, etc.).
D2 – Applying Knowledge and Understanding
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Analyze cases and ethical dilemmas; make well-argued decisions consistent with deontological codes and the regulatory framework.
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Design micro-educational interventions that integrate care, justice, and responsibility across different contexts.
D3 – Making Judgments
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Critically assess educational practices with attention to equity, inclusion, interculturality, and relational sustainability.
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Develop a professional skills assessment and identify an intervention pathway.
D4 – Communication Skills
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Communicate professionally within teams and with stakeholders, using inclusive language and pedagogical consultancy tools.
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Argue ethical choices and evaluations in both oral and written form.
D5 – Learning Skills
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Develop reflective methods (logbook, narrative, supervision) for lifelong learning.
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Find and use scientific and normative sources for continuous professional development.
No specific prerequisites are required.
Attendance
Attendance is strongly recommended as it constitutes an integral part of the learning process, fostering interaction, guided discussion, and practical exercises.
There is no formal attendance requirement; however, regular participation allows students to benefit from in-class activities and formative assessments.
Provisions for Working Students and Students with Special Educational Needs (SEN/SLD)
Arrangements regarding modalities and timing can be agreed upon. Accessible materials and resources will be provided.
The program is organized into thematic units
U1. Epistemology and Values of Educational Professionalism
Professionalism, social mandate, public responsibility; recognition and justice; regulatory framework and deontological codes; pedagogical competences and the profile of the educator/pedagogue.
U2. Ethics of Care and Responsibility
Care as relationship and practice; ecology of educational relationships; educational spaces and temporalities of education; community and hospitality.
U3. Communication, Dialogue, and Mediation
Professional communication; dialogue and cultural mediation; motivation and climate; narrative as a reflective and transformative tool.
U4. Ethical Dilemmas, Risk, and Decision-Making
Case and controversy analysis; child protection, privacy, informed consent; educational distress and crisis; conflict management; documentation of decisions.
U5. Reflective Professional Identity
Reflexivity, pedagogical supervision, skills assessment; learning in practice and organizational learning; educational work and teamwork.
U6. Pedagogical Counseling and Guidance
Processes and settings of pedagogical counseling; guidance tools; collaboration between schools, services, and communities; parent education.
U7. Formal, Non-Formal, and Informal Education
Connections and specificities; informal education and community; context and situated design; work and transitions.
U8. Interculturality and Complexity
Professionalism in intercultural and complex contexts; inclusion, equity, access; ethics of justice and educational policies.
xamination
Oral examination aimed at verifying knowledge, critical skills, and personal elaboration.
Formative Assessment
Ongoing formative assessments will be provided during the course.
Assessment Criteria
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Adequacy of knowledge
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Accuracy of terminology and mastery of pedagogical vocabulary
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Critical thinking and autonomy of judgment
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Clarity and coherence of argumentation
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Ability to connect theories with educational contexts
