Education constantly demands change, both at the legislative level and in the everyday life of the classroom. At the ministerial level, we’ve recently seen changes in the training of secondary school teachers, the evaluation system in primary education, the reintroduction of conduct grades in lower secondary schools, and the upcoming revision of the national curriculum guidelines for the first cycle of education… and we could continue. Even in the classroom, teachers are continuously reinventing their practices in response to evolving circumstances and the diverse needs of their students.
But when does change truly foster innovation? What are the indicators?
These and other important reflections are contained in this volume of the magazine, in the editorial but also in the scientific articles in the “Research” section. We also point out the interesting contributions in the “Experiences and reflections” section and the stimulating reports in the “Reviews” section.
