Didactic Innovation and Life Skills. A Focus on the Educational Offer of Sapienza University of Rome

In the university context, European educational policies are increasingly investing in the development of innovative teaching strategies focused on active-learning (Sursock and Smidt, 2010). Therefore, in response to the technological transformation accelerated by the COVID-19 pandemic (Rof et al., 2022), universities have implemented teaching changes geared towards imparting essential life skills to students, useful for their professional growth and their cultural and social development (Bean et al., 2018). The goal of the research project – which adopts a mixed methods, multistakeholder and multilevel approach (Mauceri, 2012 e 2019), aimed at integrating individual and contextual data, digital and traditional methods, qualitative and quantitative analysis (Content Analysis, Secondary Data Analysis, Web Survey and In-depth Interviews – analysis units: educational offer, students, course convenors, academics) is to identify best practices at La Sapienza University of Rome by exploring the innovative aspects of teaching and its effectiveness in facilitating the acquisition of life skills. To this end, the study includes a comprehensive analysis of the impact of innovative training experience across all its Master’s Degree Courses (141). Here the first step of a broader investigation is enhanced: a desk review of institutional communications regarding the constitutive teachings of Postgraduate Programs found in the University's Course Catalog (analysis of webpages of current courses and academics’ profiles). This contribute and, more generally, the research programme launched, aims to assess whether the post-pandemic changes have enabled the University to develop teaching approaches that meet students' expectations while promoting the develop of cognitive, emotional, and social competencies.