Ateneo - UPO

The course addresses the theoretical and methodological foundations of educational planning, with particular attention to needs assessment, the definition of aims and objectives, intervention planning, monitoring, verification and evaluation. Specific attention will be given to the formulation of educational objectives, the identification of criteria, indicators and standards, and SWOT analysis.

The course also covers individual, group and community-based educational planning, networking and co-design, communication and teamwork, conflict management, empowerment and the active participation of individuals in their own educational projects. Particular attention will be devoted to the narrative dimension of educational interventions, Narrative Medicine and storytelling, as well as to the documentation and enhancement of educational projects.

Theoretical contents will be applied through practical exercises, case analysis and the development of educational projects.

Cecconi L. (ed.), Intento e azione nella progettazione educativa, FrancoAngeli, Milan, 2012.

Pasqualotto L., Lascioli A. (eds.), Progetto di vita e disabilità. Guida per genitori, insegnanti e operatori, Carocci, Rome, 2025.

Cerri R. (ed.), Valutare i progetti educativi. Percorso di riflessione verso una mentalità valutativa-progettuale, FrancoAngeli, Milan, 2004.

Additional teaching materials, articles and supplementary documents will be indicated by the lecturer and made available during the course.

The course aims to provide students with theoretical, methodological and practical knowledge for educational planning in the different professional settings of the Professional Educator.

By the end of the course, students will be able to analyse individual, group and community educational needs; identify personal and contextual resources and critical issues; define observable and assessable educational aims and objectives; plan interventions consistent with identified needs; identify criteria, indicators and standards for monitoring and evaluation; use SWOT analysis; and recognise the role of communication, networking and co-design in the development and implementation of educational projects.

The course also aims to develop critical reflection on educational practice and on the participation of individuals, families and networks in the educational planning process.

No specific prerequisites are required.

The course includes lectures integrated with active teaching methods. Theoretical contents will be combined with case analysis, guided discussion and practical exercises aimed at the progressive development of an educational project.

Practical activities will enable students to apply the different stages of educational planning: needs and resources assessment, definition of aims and objectives, planning of activities, identification of criteria, indicators and standards, monitoring, evaluation and SWOT analysis.

Professional situations and case studies will also be used to promote the connection between theoretical knowledge and the practice of the Professional Educator.

Teaching materials used during the course and any additional resources for further study will be made available to students through the University's institutional channels.

Students with disabilities, specific learning disorders (SLDs), or other specific needs may refer to the services and procedures provided by the University.

Assessment will consist of the development of an educational project and a written examination covering the course contents.

The educational project will be assessed on the student's ability to consistently apply the different stages of educational planning: analysis of needs and resources, definition of educational aims and objectives, planning of activities, identification of monitoring and evaluation methods, and appropriate use of the methodological tools presented during the course.

The written examination will assess students' knowledge and understanding of the main theoretical and methodological contents of the course.

As an alternative to the educational project and written examination, students may take an oral examination covering the entire course programme.

Assessment will take into account the accuracy of content, methodological coherence, the ability to apply knowledge to educational situations, the ability to connect theory and practice, and the appropriate use of professional terminology. The final grade will be expressed on a 30-point scale; a minimum grade of 18/30 is required to pass the examination.

The course explores the theoretical, methodological and operational foundations of educational planning within the professional practice of the Professional Educator.

The following topics will be addressed:

educational intentionality and educational planning;
analysis of the initial situation, needs, resources and context;
expressed, identified and latent needs;
definition of aims and formulation of educational objectives;
characteristics and development of observable and assessable objectives;
planning of activities and identification of resources, roles, responsibilities, timing and intervention methods;
individual, group and community-based educational planning;
networking, stakeholder identification and co-design;
communication, teamwork, negotiation and conflict management;
empowerment and participation of individuals and families in the planning process;
monitoring and redesign of interventions;
process and outcome evaluation;
criteria, indicators and standards for the evaluation of educational projects;
effectiveness, efficiency and relevance of interventions;
SWOT analysis applied to educational planning;
narrative approaches, storytelling and Narrative Medicine in educational processes;
documentation, communication and enhancement of educational projects.

Course contents will be complemented by case analyses and practical exercises aimed at developing educational projects.

By the end of the course, students will be expected to demonstrate knowledge of the principles, stages and tools of educational planning and to understand their application in the different professional settings of the Professional Educator.

Students will be able to:

analyse an educational situation by identifying needs, resources, critical issues and contextual characteristics;
distinguish between expressed, identified and latent needs;
formulate consistent, observable and assessable educational aims and objectives;
develop an educational project by defining target groups, activities, resources, responsibilities, timing and intervention methods;
identify appropriate criteria, indicators and standards for monitoring and evaluation;
assess the effectiveness, efficiency and relevance of an educational intervention;
use SWOT analysis as a tool for analysing and reviewing an educational project;
recognise and integrate the roles of individuals, families, teams, networks and stakeholders within the planning process;
apply principles of communication, co-design, empowerment and conflict management to educational processes;
critically analyse an educational project, justify methodological choices and identify possible needs for redesign;
communicate and document an educational project using appropriate professional terminology.