As part of the PRIN project “PCTO as a device for developing personal resources and contrasting dropout. Tools of analysis and paths of Research-based Teacher Professional Development in upper secondary school”, a multiple case study was conducted using a mixed-methods approach. Among other research activities, the study highlighted the considerable heterogeneity of PCTO experiences across the different contexts analyzed. The data consistently indicate that the quality of the pathways largely depends on the support provided by tutors and the schools’ capacity to integrate PCTO into their broader educational framework. The enhancement of student voice and the co-construction of learning pathways emerge as strategic levers for strengthening the guidance-oriented function of PCTO. The Research-based Teacher Professional Development activities promoted active teacher involvement in a reflective process that enabled the deconstruction of simplified representations of PCTO, and the development of collaborative dynamics aimed at shared design. These processes offer insights for rethinking PCTO as meaningful and authentic educational experiences.
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