Learning Experiences to Prepare People for the Workforce: A Quasi-Experiment at the National Roman Museum (Italy)

This study was conducted as part of an ongoing Ph.D. project at the National Roman Museum (MNR) in Rome, Italy. The project focuses on promoting mental well-being, social inclusion, and active citizenship for museum visitors, particularly those at risk of marginalization. This contribution aimed to equip MNR personnel with tools to provide inclusive educational activities that are easily applicable to every visit. Three research questions are set: (1) do specific learning experiences for museum professionals impact their well-being, the 4 C’s skills (Communication, Collaboration, Critical thinking, Creativity), and a sense of purpose at the workplace? (2) If yes, how? and (3) How can these learning experiences help museum professionals become more flexible and competent? The research was conducted empirically, engaging museum professionals who participated in tours of the permanent collections. During these tours, they were taught to use Visual Thinking Strategies (VTS), an inclusive teaching and learning methodology. After the practical session, the museum professionals were provided with a theoretical framework for the method and a reference list on VTS for further self-learning. The study assessed the well-being levels, 4 C’s skills, and perceived usefulness of the learning experience using the UCL Museum Well-being Measures Toolkit, an assessment grid, and focus groups. The collected data was analyzed using descriptive statistics and content analysis. The research paper presents both quantitative and qualitative results. It provides insights into potential ways of enhancing the professional role of museum staff and improving the educational offer of the museum.