The course aims to provide knowledge and skills that allow the students to use the computer as a tool for the automation of the most common and elementary activities related to information processing.

- Knowledge and understanding: Computer knowledge, understanting of the potentiality of the computer, knowledge of the information coding
- Applying knowledge and understanding: Ability to use the computer and the tool for computing fo information processing and communication
- Making judgements: The ability to understand the potential that any computing device (smartphone, laptop, PC, ecc) isable to do independeently fro the future evolution of the market
- Learning skills: be able to adapt to the changes in the future of the market and of the technology.

- Knowledge about the psychic functioning in order to develop basic skills for the recognition of the psychological variables that co-determine the educational phenomena.
- Knowledge about history, theoretical models and methods of investigation in psychological research; to states and levels of consciousness; to cognitive processes (perception, learning, memory, thought, creativity); to emotional dynamics (emotions, motivations and psychological conflict).
- Methodological knowledge concerning the psychological variables involved in the learning-teaching processes and in the various training contexts.
- Ability to analyze, design, implement and validate psychological evaluation tools useful in the educational field.
- Knowledge related to cognitive, behavioral, social and emotional characteristics in subjects of developmental age and, in particular, in adults.
Knowledge and understanding:
- to define the historical, epistemological and methodological foundations of general psychology;
- to know the different research methods used by general psychology
Applying knowledge and understanding:
- to analyze the psychological processes in the various learning contexts;
- to identify and generalize phenomena and psychological processes.
Making judgements:
- to analyze a problematic situation from several points of view;
- to reconstruct the causes that have determined a certain problematic situation, also attributing to them suitably differentiated relative weights;
- to draw conclusions based on a plurality of facts observed or inferred;
- linking psychological theories to school and training situations;
- to evaluate individual and social behavior.
Communication skills:
- to know and recognize the motivations of one's own behavior and that of others;
- to demonstrate willingness to listen and ability to social interaction;
- to explain, prevent and mediate conflicts;
- to adopt a positive attitude marked by openness.
Learning skills:
- to exercise willingness to scientific research;
- to be able to detect and measure psychological variables.

GOALS Knowledge and understanding
- Acquiring solid knowledge concerning the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1848 and the formation of the European nation states, up to recent events.
- Understanding the social, economic and cultural dynamics that determined the events of our contemporary era.
Capability to implement knowledge and understanding
- Connecting the History of Italy with the principal historical events of our contemporary era;
- Putting the knowledge acquired to use by analysing even complex historical processes and connecting this knowledge to the information attained through other subjects of the course;
- Situating the activities, modalities and products of institutional communication within a suitable historical context.

Adult Education teaching aims to develop the acquisition of knowledge related to the new paradigms of Adult Education in the perspective of lifelong learning. It therefore has as objectives:
1. To provide students with historical, theoretical, and methodological knowledge related to Adult Education.
2. To develop skills and competences in the field of professions related to adult education, with particular attention to the acquisition of qualitative methods aimed at developing human resources.
3. To promote the ability to study the literature related to Adult Education.

With the Adult Education study the student will be able to achieve the following educational goals:
- Knowledge and understanding:
Knowledge and understanding of the theoretical, historical, epistemological and methodological dimensions of Adult Education in the perspective of lifelong learning.
- Applying knowledge and understanding :
Problem solving skills related to learning processes, activities and training paths for adults.
Ability to investigate and organize complex problems and information in different contexts and according to appropriate methods for facilitating learning, designing and implementing training processes aimed at developing human resources.
- Making judgements :
Ability to analyze and elaborate the theories, processes and data related to Adult Education.
Ability to evaluate the quality of processes and training projects in different contexts.
- Communication skills:
Ability to critically and systematically express arguments related to the theories and processes of Adult Education.
Communication and relational skills useful for facilitating training processes and developing adult skills.
- Learning skills:
Ability to exercise critical and metariflexive functions in relation to the knowledge related to Adult Education and to one's own learning ability.
Self-management skills in learning and using context resources for this purpose.

The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate and for the improvement of the quality of formal educational processes.
Knowledge and understanding
- Understand the role of educational research in setting the general lines of learning;
- Know the reference paradigms of research in education (quantitative approach and qualitative approach).

Applying knowledge and understanding
- Use different data collection techniques;
- Analyze, interpret and represent data.

Making judgements
- Build hypotheses for solving problems based on the theoretical framework adopted;
- Evaluate the impact of research results on educational contexts.

Communication skills
- Draw up a research report in a form that can be understood by teachers and educators;
- Simulate survey paths in groups.

Learning skills
- Acquire a professional approach based on research and informed by research;
- Be able to access the relevant scientific literature.

The course promotes the learning and use of appropriate methods of statistical analysis for the investigation in the educational field. In this context the use of tools, also of the IT type, is developed, suitable both for the collection of information and for their evaluation. The basic concepts of descriptive statistics are presented. The problems of synthesis (graphic and analytical) of the statistical information concerning a single variable or pairs of variables detected in a population are treated, distinguishing the approaches according to the qualitative or quantitative level of measurement.

- Knowledge and understanding
- to define and identify the epistemological and methodological field of the discipline
- to distinguish the various theoretical fields with reference to univariate and bivariate descriptive approaches
- Applying knowledge and understanding
- analyze empirical context by identifying the type of information to be collected;
- formalize the data matrix and analyze it with the appropriate statistical methods.
- Making judgements
- linking statistical theory to school situations;
- quantitatively evaluate pedagogical innovations.
- Communication skills
- evaluate quantitatively the educational processes;
- report the results achieved.
- Learning skills
- exercise availability for scientific research in school settings;
- access the statistical literature in education, identifying reliable sources.

The course’s objective is acquiring and consolidating knowledge concerning history of pedagogical ideas that have been expressed by some of the most important western authors between the seventeenth and twentieth centuries. The aim is to make students aware that the history of past ideas is a fundamental tool for understanding present times.

Through the study of History of Pedagogy the student will be able to achieve the following training objectives:
1) In terms of knowledge and understanding, the awareness of the epistemological foundations of the history of pedagogical ideas
2) In terms of ability to apply the acquired knowledge, the ability to critically analyze the relationship between pedagogical ideas and different educational practices;
3) In terms of autonomy of judgment, the ability to evaluate how much of the past survives in present educational contexts;
4) In terms of learning and research abilities, to increase the knowledge of the most recent cognitive pathways in the field of history of pedagogy and education;
5) communication skills aimed at identifying and criticizing stereotypes and prejudices conveyed by pedagogical ideas, in order to facilitate their overcoming through educational practices.

Teaching Training and human resource policies will provide students basic concepts associated with the new interpretative paradigm for the development of policies of Human Resources Management. The course is oriented both the international level and the evolution of the role of Personnel Management in Italy. The course also addresses the new role of organizational communication and continuing education as strategic levers for managing change cultural, professional, managerial and organizational processes in innovative companies and public administrations.
Knowledge and understanding:
- to provide both historical, theoretical and methodological knowledge related to the development of Human Resources Management policies, and the affirmation of training policies in a perspective of lifelong learning, the role of actors and social dialogue in Europe and in Italy.
Applying knowledge and understanding:
- to develop skills and competencies in the process analysis with respect to the evolution of three illustrative models of Personnel Management in Italy: the Office of Personnel Administration, the Directorate of Personnel Management, the Human Resources Department.
Making judgements:
- to promote critical analysis regarding the evolution of main Human Resources instruments: recruiting, selection, training, communication, management by objectives, evaluation models and incentive systems.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the issues of human resource management and more particularly the personnel selection, training, Balance of Competences, assessment and incentivisation, with a high degree of autonomy.

The course aims at providing knowledge and skills allowing the student to understand the individual and group processes (e.g., individual differences, attitudes) at the basis of social interaction, and to use such capabilities interpret the social realm of every-day life, in applied fields such as health promotion, environmental education, and social sustainability.
With the study of social psychology and social attitudes the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
• knowledge and understanding of the basic concepts of social cognition;
• knowledge and understanding of the theoretical and methodological foundations of empirical research in the social psychological domain;

In terms of ability to apply knowledge and understanding:
• to distinguish naive social psychology from scientific knowledge of social behavior acquired through empirical research;
• Apply models of human social interaction to the interpretation of the main contexts of everyday life in which social interaction takes place.

In terms of independent judgment:
• distinguish between different approaches and worldviews at the base of social psychological research;
• interpret social cognition issues in the light of theoretical models and empirical studies in social psychology.

In terms of communication skills:
• synthesize and effectively present the main mechanisms of social interaction

In terms of learning ability:
• deepen their knowledge using texts and models developed within behavioral and social sciences.

The course is aiming at attaining the basic notion of labour law and industrial relations and the competence of the most relevant legal features for the administration and development of human resources, both in the private context and the in public.
The students will acquire the essential legal knowledge for employee hiring, development and ending of labour relationship.
Knowledge and understanding:
- Learning of basic notion of labour law and industrial relations
- Identification and understanding of all the sources of labour law and industrial relations
Applying knowledge and understanding
- Acquisition of the essential legal knowledge for employee hiring, development and ending of labour relationship
Making judgements
- Evaluating and identifying the best collective agreement to be applied to the employment relationship and the best solutions for the correct management of the relations with the trade unions
- Evaluating and selecting the best solutions for the correct management of the employment relationship
Communication skills
- Using the skills acquired in the management of relations between employer and workers, on the one hand, and between employer and trade union organizations, on the other.
Learning skills
- Knowledge to select the rules for the solution of issues related to the management of employment relationships and the relationships with the trade unions in the work place

Students must show knowledge of the key aspects of the discipline in its historical becoming (the vision of anthropological from the Christian vision, until the Renaissance and Hellenistic to the Fordist and postmodern), the emerging issues related to the evolution of social systems in the twentieth century up to thematizations of modernity, focusing on an interdisciplinary comparison (economics, sociology of organizations, social psychology). During this academic year, the programme will draw particular attention to the themes of the development of capabilities (Nussbaum, Sen) from the socio-pedagogical point of view.
Knowledge and understanding
Students should also show understanding of the fundamental issues of contemporaneity (the discussion about the “end” of work, the new “cultures” of work – smart working, industry 4.0, digital transformation –, the deconstruction processes related to globalization, flexible forms of work and precariousness, etc.).
Applying knowledge and understanding
Students must show ability to apply their knowledge and understanding in reference to a professional approach (especially regarding some areas of theoretical and methodological principles such as “models” of skills, the approach to the community of practice, the processes of professional needs analysis, etc.). Students will develop knowledge and understanding regarding theoretical models and empirical coordination processes applied in organizations (in different versions from those applied in the government to those which can be found in great and small businesses) regarding personnel selection, career development, resource assessment and leadership management.
Making judgements
Students will know how to find several sources of reference to develop insights – also through a personal approach – about the subject.
Communication skills
Students will deal with empirical fields of study and with the application through the methodology of cases analysis, of focus groups, of workshops, etc.. Also referring to opportunities for participation and exchange with external witnesses, developing autonomous skills to apply the models and practices developed in the professional field, preparation of summary reports, micro research development.
Learning skills
Students will also be able to develop learning skills (capacity access to sources), in view of further discussion and elaboration of an independent research on issues including border topics (new media and work, forms of work and cooperative networking, organizational learning, etc.).

The curricular internship includes a total of 14 CFU (350 hours), divided into 2 CFU of internal internship (50 hours) and 12 CFU of external internship (300 hours). The internal internship can start from the first year of the course. The external internship must normally take place during the third year of the course. The internal internship takes place at the University premises, or through distance learning activities, and has mainly the function of preparing and accompanying students in carrying out the external internship. The external internship takes place at an external organization, which must sign or has signed a special agreement with Roma Tre.

The internal internship is divided into three activities.

Scientific-cultural activities: participation in conferences, seminars, conferences and sim., Selected by the course of study: starting from the first year of the course, for a total of 14 hours.
Orientation to educational work and to the choice of internship: starting from the second year of the course, for a total of 8 hours.
Supervision and support activities for carrying out the external internship: simultaneously with the external internship, for a total of 28 hours.

The external internship takes place during the third year of the course. It is not possible to start an external internship without having first completed the Orientation. It is characterized by practical activities in the field for guidance and training purposes; it is usually carried out outside the University, in structures where there is an agreement with the University itself.

The final exam can consist of a work by:
- development, analysis and theoretical and methodological systematization of the external internship experience through the preparation of a paper that expresses the ability to reflect on the experiential and working situations carried out without neglecting the theoretical dimension.
- critical and comparative analysis of theories, methodologies, techniques also on the basis of empirical, observational and experimental investigations relating to a topic pertinent to the characteristics of the Degree Course.

The course aims to acquire knowledge on the fundamentals of special education and skills in the design of educational actions that can promote the processes of school and social inclusion.
With the study of Special Didactics the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding
- to know the historical, epistemological and methodological-procedural foundations of special didactics;
- understand the role of the socio-affective and emotional dimension in the teaching-learning process.
In terms of the ability to apply knowledge and understanding:
- elaborate, manage and evaluate educational interventions and projects;
- Establish and manage an effective educational relationship with people and groups with special educational needs (BES).
In terms of autonomy of judgement:
- Identify pedagogical actions and devices that can support school and social inclusion processes;
- planning didactic actions aimed at combating early school leaving and overcoming marginalization and discomfort.
In terms of communication skills:
- contribute to group work;
- Simulate didactic actions.
In terms of learning capacity:
- analyse a problematic situation from different points of view;
- be able to access the relevant scientific literature.

- Knowledge about the psychic functioning in order to develop basic skills for the recognition of the psychological variables that co-determine the educational phenomena.
- Knowledge about history, theoretical models and methods of investigation in psychological research; to states and levels of consciousness; to cognitive processes (perception, learning, memory, thought, creativity); to emotional dynamics (emotions, motivations and psychological conflict).
- Methodological knowledge concerning the psychological variables involved in the learning-teaching processes and in the various training contexts.
- Ability to analyze, design, implement and validate psychological evaluation tools useful in the educational field.
- Knowledge related to cognitive, behavioral, social and emotional characteristics in subjects of developmental age and, in particular, in adults.
Knowledge and understanding:
- to define the historical, epistemological and methodological foundations of general psychology;
- to know the different research methods used by general psychology
Applying knowledge and understanding:
- to analyze the psychological processes in the various learning contexts;
- to identify and generalize phenomena and psychological processes.
Making judgements:
- to analyze a problematic situation from several points of view;
- to reconstruct the causes that have determined a certain problematic situation, also attributing to them suitably differentiated relative weights;
- to draw conclusions based on a plurality of facts observed or inferred;
- linking psychological theories to school and training situations;
- to evaluate individual and social behavior.
Communication skills:
- to know and recognize the motivations of one's own behavior and that of others;
- to demonstrate willingness to listen and ability to social interaction;
- to explain, prevent and mediate conflicts;
- to adopt a positive attitude marked by openness.
Learning skills:
- to exercise willingness to scientific research;
- to be able to detect and measure psychological variables.

The course aims to provide knowledge and skills that allow the students to use the computer as a tool for the automation of the most common and elementary activities related to information processing.

- Knowledge and understanding: Computer knowledge, understanting of the potentiality of the computer, knowledge of the information coding
- Applying knowledge and understanding: Ability to use the computer and the tool for computing fo information processing and communication
- Making judgements: The ability to understand the potential that any computing device (smartphone, laptop, PC, ecc) isable to do independeently fro the future evolution of the market
- Learning skills: be able to adapt to the changes in the future of the market and of the technology.

GOALS Knowledge and understanding
- Acquiring solid knowledge concerning the fundamental moments and aspects in contemporary 19th and 20th century history, starting with the revolutionary risings of 1848 and the formation of the European nation states, up to recent events.
- Understanding the social, economic and cultural dynamics that determined the events of our contemporary era.
Capability to implement knowledge and understanding
- Connecting the History of Italy with the principal historical events of our contemporary era;
- Putting the knowledge acquired to use by analysing even complex historical processes and connecting this knowledge to the information attained through other subjects of the course;
- Situating the activities, modalities and products of institutional communication within a suitable historical context.

The course allows to acquire a) theoretical knowledge and basic operational skills in the fields of education and education sciences in order to analyze social, cultural and territorial realities and to develop, implement and manage educational practices and projects; b) and intervention, planning and educational skills in the early childhood and scholastic/extra-scholastic fields, with reference to the issues of integration of migrants and intercultural education.

Through the study of Intercultural Education the student will be able to achieve the following educational objectives:
Knowledge and understanding:
- knowledge and critical understanding of the historical, epistemological and methodological foundations of the discipline.
Applying knowledge and understanding:
- analyze the best practices of intercultural education in the scholastic and extra-scholastic contexts.
Making judgements:
- ability to analyze problematic situations from several points of view;
- ability to identify the causes that have determined a certain problematic situation, also attributing to them suitably differentiated weights.
Communication skills:
- prevent and mediate conflicts;
- adopt a positive attitude marked by openness and extroversion.
Learning skills:
- acquire learning skills necessary for cultural growth, professional development and continuing education and to undertake new studies with a high degree of autonomy.

The course promotes the learning and use of appropriate methods of statistical analysis for the investigation in the educational field. In this context the use of tools, also of the IT type, is developed, suitable both for the collection of information and for their evaluation. The basic concepts of descriptive statistics are presented. The problems of synthesis (graphic and analytical) of the statistical information concerning a single variable or pairs of variables detected in a population are treated, distinguishing the approaches according to the qualitative or quantitative level of measurement.

- Knowledge and understanding
- to define and identify the epistemological and methodological field of the discipline
- to distinguish the various theoretical fields with reference to univariate and bivariate descriptive approaches
- Applying knowledge and understanding
- analyze empirical context by identifying the type of information to be collected;
- formalize the data matrix and analyze it with the appropriate statistical methods.
- Making judgements
- linking statistical theory to school situations;
- quantitatively evaluate pedagogical innovations.
- Communication skills
- evaluate quantitatively the educational processes;
- report the results achieved.
- Learning skills
- exercise availability for scientific research in school settings;
- access the statistical literature in education, identifying reliable sources.

The objectives of the course are: a) to provide the basic knowledge of developmental psychology, with particular attention to theoretical and methodological aspects and to the application of this knowledge in the educational, clinical-health and social fields; b) represent typical psychological development, the inter-individual variability that characterizes it; c) give an account of the weight of the genetic-biological and environmental-cultural factors underlying psychological development.

At the end of the course the student learned:
- changes related to the concepts of "child" and psychological development;
- the basic concepts relating to cognitive, communicative-linguistic and emotional-social development in the period from childhood to adolescence;
- the ability to recognize typical and risky psychological behaviors during the developmental age.

The teaching of Sociology of organizations will make students acquire the basic concepts of the theoretical framework of organizational sociology and examine the interconnections with other disciplines, which have, as their object of study, work and organizations, through the analysis of organizational theories and empirical study of new organizational models operating in innovative companies and public administrations.

The Workshop on Organisational Learning proposes:
 to illustrate and to comment principal concepts related to the theoretical framework, which describes and explains the organisational learning, with particular reference to factors which promote it;
 to understand the relevance for the organizational practice of the concepts and models discussed through the presentation of one case study.

The workshop on Empowerment Tools for organisations aims to achieve, in particular, the following learning objectives.
1. Provide useful theoretical and methodological assumptions to understand various tools of empowerment of the subject and the specificity that characterizes them for organizational purposes, with a focus on counseling and coaching.
2. Develop emotional skills, self-evaluation and reflective skills, through the experiential dimension, that will allow them to experience some of the tools of personal growth that will be presented.
3. Promote critical reflection on the organizational use of such instruments.
Knowledge and understanding:
- to provide knowledge of historical, theoretical and methodological models for the transition from Taylor-Fordist type of organizational and bureaucratic approach “cognitive”, and the analysis of the interconnections of a cultural and management relating to the affirmation of the company network and the Total Quality Management.
Applying knowledge and understanding:
- to develop skills and expertise in the analysis of the processes of evolution of organizational models, on the development of organizational learning, in view of intertwining of individual and collective dynamics in the functioning of organizations and the necessary integration between the strategic variables: people, processes, technologies and facilities.
Making judgements:
- to promote critical analysis of the evolution of organizational models in public administration, on the transformation of the bureaucratic model and the success of the telocratic model of new public management, based on analysis of business case studies and testimonials.
Communication skills:
- can communicate about their understanding, skills and activities, concerning the course contents, with peers, supervisors and clients.
Learning skills:
- have the learning skills to undertake further studies related to the analysis of the various organizational models, with particular attention to the structural and cultural dimensions, to the coordination mechanisms, to the redesign of innovative organizational models, with a high degree of autonomy.

Organisational Learning
In terms of knowledge and understanding:
- acquire the fundamental concepts of the theoretical framework of organizational learning: the pushes and resistance to change within an organization; organizational learning and skills development; organizational learning as a key to preside over change and innovation; explicit knowledge, tacit knowledge and knowledge management; reflexive skills as a key to a balanced development of competences in organizations.
In terms of ability to apply knowledge and understanding:
- develop skills in the analysis of explicit and tacit learning processes in organizations.
In terms of independent judgment:
- develop the capacity for critical analysis of the evolution of the reference theoretical models of organizational learning.
In terms of communication skills:
- being able to communicate the acquired knowledge, in terms of ideas, problems and solutions, relating to the topics of the course, to specialist and non-specialist interlocutors.
In terms of learning ability:
- develop the skills to undertake subsequent studies, related to the analysis of organizational learning models, to the design of analysis models, even innovative ones, with a high degree of autonomy.

Empowerment Tools for organisations
In terms of knowledge and understanding:
- acquire the fundamental concepts related to organizational empowerment tools by comparing methodologies and experimenting with some approaches to improve organizational processes and enhance human resources.
In terms of ability to apply knowledge and understanding:
- develop skills to recognize and implement different tools in use
In terms of independent judgment:
- to develop the capacity for critical analysis with respect to the evolution of theoretical models related to organizational planning and the valorisation of HR.
In terms of communication skills:
- being able to communicate the acquired knowledge, in terms of ideas, problems and solutions, relating to the topics of the course, to specialist and non-specialist interlocutors.
In terms of learning ability:
- develop the skills to undertake subsequent studies, related to the evolution of empowerment tools for organizations, to the planning and sharing of experiences and good practices with a high degree of autonomy.

Analysis of the historical-legal framework inherent to the healthcare services organized to take care of needy or weak people (drug addicts, minors, disabled, foreigners, poor, prisoners, people suffering from chronic diseases, the elderly), aimed at promoting knowledge about the personal and social features of the people characterized from specific needs and about techniques of treatment and recovery of the same people.
- Knowledge and understanding:
to define and identify the epistemological and methodological field of the discipline;
to know the healthcare system in the national, European and international context.
- Applying knowledge and understanding:
critically analyze the effectiveness and appropriateness of the techniques to treat specific health needs;
to examine in the specific context the legislative and organizational processes.
- Making judgements:
to apply the theoretical precepts to the concrete solutions supplied by the political decision maker;
to evaluate regulatory innovations.
- Communication skills:
to use communication strategies in social and professional contexts;
to develop the competence in finding personalized solutions according to the specific need.
- Learning skills:
to put in practice the aptitude for empirical research in working contexts;
to lead the carrying out of scientific studies in the search for solutions to concrete problems.

The course aims at providing knowledge and skills allowing the student to understand the individual and group processes (e.g., individual differences, attitudes) at the basis of social interaction, and to use such capabilities interpret the social realm of every-day life, in applied fields such as health promotion, environmental education, and social sustainability.
With the study of social psychology and social attitudes the student will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
• knowledge and understanding of the basic concepts of social cognition;
• knowledge and understanding of the theoretical and methodological foundations of empirical research in the social psychological domain;

In terms of ability to apply knowledge and understanding:
• to distinguish naive social psychology from scientific knowledge of social behavior acquired through empirical research;
• Apply models of human social interaction to the interpretation of the main contexts of everyday life in which social interaction takes place.

In terms of independent judgment:
• distinguish between different approaches and worldviews at the base of social psychological research;
• interpret social cognition issues in the light of theoretical models and empirical studies in social psychology.

In terms of communication skills:
• synthesize and effectively present the main mechanisms of social interaction

In terms of learning ability:
• deepen their knowledge using texts and models developed within behavioral and social sciences.

The objectives of the course are aimed at the acquisition and consolidation of knowledge and skills capable of:
- to reconstruct and interpret the development of educational events (favouring institutions, representations and educational destinies as "places" of analysis) starting from the process of unification of the Italian state up to the present day, using the tools of the social historiography of education;
- retrace the history of comparative pedagogy by defining its epistemological and methodological structure and identifying both theoretical and empirical tools aimed at pedagogical-comparative analysis;
- to reflect on the scenario and on the socio-educational processes that characterize our contemporaneity in order to plan educational interventions also in the intercultural field.

With the study of the History of Comparative and Intercultural Education, the students will be able to achieve the following educational objectives.
In terms of knowledge and understanding:
-to know theories and operational skills of a methodological nature of European and international historical-educational and social research, both in a comparative and intercultural context;
to know models, tools and strategies of intervention aimed at fostering inclusive paths in socio-cultural and educational contexts, by virtue of the continuous and constant exercise of memory (as a pedagogical device) that defines the direction of meaning of educational action aimed at rereading and reconstructing the past, in order to understand the present and plan the future.

In terms of the ability to apply knowledge and understanding:
-use methodological tools to initiate pedagogical-comparative and intercultural analyses;
-analysing and interpreting national and international documents;
-Analyse written sources from a comparative perspective;
-Reflect on the formative processes and on the different educational practices in order to plan educational interventions also in the intercultural field.

In terms of autonomy of judgement:
- to develop the capacity to observe, detect and document the discontinuities, transformations and permanencies that, by virtue of the constant exercise of memory, allow us to restore to the historical time of education and pedagogy its characters of pluralism and problematic, its languages, its knowledge, its emotions, its identities;
- to develop the capacity to observe and document the historical and social conflict that goes through the processes investigated, highlighting the different forms of emancipation and conformation that permeate it.

In terms of communication skills:
-to contribute to the realization of educational projects in which personal reflection, discussion, exercises - both individual and group - can contribute to the understanding of the knowledge at stake and the use of scientific terminology acquired;
-to develop specific relational skills in the intercultural field;
-Reflecting on emotional skills.

In terms of learning ability:
-be able to direct the contents learned towards a method of observation, analysis and intervention in relation to the contexts in which it operates and to reflect critically on the dynamics that characterize them;
-be able to access the scientific literature of the sector, identifying reliable sources;
-be aware of the importance of continuous learning, which also comes from the comparison with other professionals and experts in the educational sector.

The curricular internship includes a total of 14 CFU (350 hours), divided into 2 CFU of internal internship (50 hours) and 12 CFU of external internship (300 hours). The internal internship can start from the first year of the course. The external internship must normally take place during the third year of the course. The internal internship takes place at the University premises, or through distance learning activities, and has mainly the function of preparing and accompanying students in carrying out the external internship. The external internship takes place at an external organization, which must sign or has signed a special agreement with Roma Tre.

The internal internship is divided into three activities.

Scientific-cultural activities: participation in conferences, seminars, conferences and sim., Selected by the course of study: starting from the first year of the course, for a total of 14 hours.
Orientation to educational work and to the choice of internship: starting from the second year of the course, for a total of 8 hours.
Supervision and support activities for carrying out the external internship: simultaneously with the external internship, for a total of 28 hours.

The external internship takes place during the third year of the course. It is not possible to start an external internship without having first completed the Orientation. It is characterized by practical activities in the field for guidance and training purposes; it is usually carried out outside the University, in structures where there is an agreement with the University itself.

The final exam can consist of a work by:
- development, analysis and theoretical and methodological systematization of the external internship experience through the preparation of a paper that expresses the ability to reflect on the experiential and working situations carried out without neglecting the theoretical dimension.
- critical and comparative analysis of theories, methodologies, techniques also on the basis of empirical, observational and experimental investigations relating to a topic pertinent to the characteristics of the Degree Course.