Psycho-pedagogical research in a double-degree programme

This volume collects the contributions of many colleagues from the teaching board of Double Degree Joint Master’s Programme in Pedagogy and Educational Sciences and Training of Sapienza University of Rome and two prestigious universities of the Russian Federation: Moscow Federal University for Psychology and Education (MSUPE) and North-Caucasus Federal University (NCFU) at Stavropol. This double degree programme stems from the intense coordinated work between the universities, in particular: the agreement with the University of Moscow between Nicola Siciliani de Cumis, Giuseppe Boncori and Maria Serena Veggetti, Sapienza's professors, and Vitaly Vladimirovič Rubzov for the MSUPE and the agreement with the University of Stavropol between Piero Lucisano, Guido Benvenuto and Maria Serena Veggetti, Sapienza's professors and Tatiana Taranova, Valery Kirillovič Shapovalov for the NCFU assisted by Nadežda A. Palieva. The agreements were stipulated to favor and increase research collaboration, pedagogical studies and joint congressual activities and led to the Master's Degree course, to offer young students from different academies further knowledge on common themes and research options in an international perspective and with a comparative approach. The present anthology is meant to review the positions and studies that individual teachers from the different universities involved presented in recent years, during online courses, in the lecturing, in the meetings and to discuss their possible opportunities. Since the master's degree was established, in 2010-2011 with MSUPE and 2014-2015 with NCFU, many students of these universities have completed courses and achieved a double degree in Sapienza, as some Italian students are currently doing at the prestigious University of Moscow. The volume puts forward this programme, to spread its structure, the theoretical assumptions and the various positions. The contributions are meant to testify a keen interest in internationalization that Sapienza is carrying out. The contributions collected give the reader a chance to share a common interest in the promising approach implied by the Historical-cultural trend in Psychology and Pedagogy of the Vygotskij's thought, which seems a must in psycho-pedagogical reflections, and in organizing and evaluating school activities