Course Topics
Topics covered in the course: • the historical evolution of pedagogical theories and educational models from antiquity to the present day; • the historical development of European school systems; • the development of primary and pre-primary education in Europe and Italy, with particular attention to the main pedagogical models and the figures who have influenced their evolution; • the history of educational institutions and regional/provincial education policies, with reference to the Provincial Guidelines for pre-school education and the first cycle of education in the province of Bolzano, and to the Provincial Curricula for the first cycle of education and the Guidelines for educational activities in pre-school education in the province of Trento. • the evolution of language policies and multilingual education in Trentino-Alto Adige; • a comparative analysis of international policies on inclusion and a comparative analysis of education systems in Europe, taking into account the diversity of differences beyond disability.

Teaching format
The course comprises face-to-face lectures, an online seminar and a laboratory.

Educational objectives
Knowledge and understanding - describe the development of the major educational theories and education systems from antiquity to the present day; - explain the foundations of comparative education and the main approaches to comparing education systems; - describe the historical development of school systems at the national, regional, and provincial levels, situating them within the broader European context; - identify the main international frameworks and European policies on inclusive education, as well as the key features of selected European education systems and their respective models of inclusion. Applying knowledge and understanding - use historical and comparative educational concepts to interpret contemporary educational phenomena; - analyse legislative documents, educational policies, and historical sources related to school systems; - establish connections between educational models, historical contexts, and educational practices; - critically compare different inclusive policies and practices from a European perspective. Making judgements - recognise the influence of historical, cultural, and political contexts on the development of education systems; - formulate well-reasoned evaluations of the evolution of educational and school policies; - critically discuss the strengths and limitations of different educational models and education systems. Communication and learning skills - use the terminology of educational sciences, the history of education and comparative education appropriately; - present and justify analyses of educational phenomena and school policies by drawing on historical, scientific and legislative sources; - independently identify, analyse, and use bibliographical, documentary and legislative sources in the fields of the history of education and comparative education.

Assessment
Assessment consists of a written examination and an evaluation of the portfolio compiled during the laboratory. The written examination comprises eight questions, distributed in proportion to the credit weighting of the course’s various modules: five questions relating to the module on the History of Pedagogy and Comparative Pedagogy, one question relating to the seminar on the History and Evolution of the School System in South Tyrol, and two questions relating to the module on Policies and Practices of Inclusion in the European Context. For the laboratory, students will compile a portfolio containing the materials produced during the workshop activities, accompanied by a reflective essay.

Evaluation criteria
For the written examination, the questions relating to each module will be assessed separately, and each module will be marked out of thirty. The portfolio produced as part of the laboratory will also be marked out of thirty. The final mark for the course will be determined by the weighted average of the marks achieved in the various components of the examination, according to their respective credit weightings. To pass the examination, students must achieve a mark of at least 18/30 in each module. Should the final mark be insufficient, the positive marks (18/30 or above) achieved in the individual modules will remain valid and will be recognised in subsequent examination sessions.