Prerequisites for admission.

The degree programme is open to students with a high school diploma providing basic education, with particular regard to the disciplines of the linguistic/literary/artistic, socio/historical/philosophical, psycho/pedagogical and logical/scientific areas.

The methods for verifying the entry requirements will be governed by the degree programme's teaching regulations, which will also detail the additional training obligations envisaged in the event of a non-successful verification.

Skills associated with the function

Digital Instructional Designer
Operational skills in pedagogical and methodological-educational sciences, complemented by differentiated areas of knowledge and skills in sociological and psychological disciplines, but always in relation to a prevalence of general education.

Basic skills and competences of a pedagogical-design, methodological-didactical, communicative-relational, organisational-institutional nature in order to support the design, implementation, management and evaluation of continuous training interventions and processes, using multimedia technologies and remote learning systems.

Skills and tools for communication and information management.

Legal competences for the understanding of the evaluation of the protection of digital citizenship rights in training environments.

Quantitative skills to support the evaluation of training programmes.

Skills and competences in the analysis, design and implementation of technological environments (web-based and mobile-based) for training in various application contexts.

Educator/Expert in the implementation of digital training in social/healthcare contexts
Operational skills in the pedagogical and methodological-educational sciences, complemented by differentiated areas of knowledge and skills in sociological and psychological disciplines, but always in relation to a prevalence of general education with particular applicative relevance in social/healthcare contexts.

Basic pedagogical, planning, methodological, didactic, communicative, relational, organisational and institutional skills and competences to support the design, implementation, management and evaluation of continuous training interventions and processes in social/healthcare contexts, using multimedia technologies and remote learning systems.

Skills and tools for communication and information management.

Legal competences for the understanding of the evaluation of the protection of digital citizenship rights in training contexts with particular reference to social/healthcare contexts.

Quantitative skills to support the evaluation of training programmes.

Skills and competences in the analysis, design and implementation of technological environments (web-based and mobile-based) for training in the social/healthcare context.


Educator in digital contexts
Basic operational skills in psychological, pedagogical and methodological-educational disciplines in relation to a prevalence of general education with particular applicative relevance in digital contexts.
Operational skills to support the design, implementation, management and evaluation of educational projects, in order to respond to the growing educational demand in the digital environment expressed by the social reality and by services to individuals and communities.

Legal competences to understand the evaluation of the protection of digital citizenship rights.

Skills and competences to support the design of educational interventions for the use of digital environments in both individual and social contexts.

Skills and competences to support the detection of risk behaviours and digital-addiction.

Skills and competences for operational intervention (guided and supported by qualified experts) in digital re-education processes.


Digital Content Designer for training
Operational skills in the pedagogical and methodological-educational sciences, complemented by differentiated areas of knowledge and skills in the sociological, psychological, new media and new media languages disciplines, but always in relation to a prevalence of general education.

Competences to design, implement, manage and evaluate educational projects, in order to respond to the growing educational demand expressed by the social reality and the services to the person and the community.

Skills and tools for communication and information management.

Legal competences for the evaluation of the protection of intellectual property rights with particular reference to digital content in educational settings.
Skills and competences in the use of tools and digital environments and solutions for the production of learning content.

Skills and competences of an operational nature to support the elaboration, realisation, management and evaluation of multimedia and digital productions (new media) with particular regard to the forms of the new languages and the new techniques of analysis and production of digital contents and tools, also in relation to users with disabilities, DSA, autistic spectrum disorders (educational robotics, videogames, digital books, social networks, etc...).

Function in a work context

Digital Instructional Designer
They develop and operationally implement web-based and mobile-based applications for training. They analyse digital solutions for training available on the market.

They support the training of theoretical aspects of disciplines related to the use of digital technologies and equipment in training processes in vocational training centres and companies.

They support the design and evaluation of training paths and interventions using distance learning technologies and digital education environments.

The functions described above are also related to users with disabilities, DSA, autistic spectrum disorders.

Educator/Expert in the implementation of digital training in social/healthcare contexts
They develop and operationally implement web-based and mobile-based applications for training and analyse digital solutions for training available on the market with particular reference to training processes in social/healthcare contexts.

They support the training of the theoretical aspects of the disciplines related to the use of digital technologies and equipment in training processes in the training services of health companies and in the bodies/companies active in training in social/healthcare contexts.

They assist in the design and evaluation of training programmes and interventions using distance learning technologies and digital education environments and oversee their implementation.

The functions described above are also related to users with disabilities, DSA, autistic spectrum disorders.

Educator in digital contexts
They assist, and actively operate, under the guidance of scientifically qualified experts in the education (and re-education) of adolescents and adults in the use of digital environments and technologies and in actions to support educational processes in the field of digital addictions and risk behaviours associated with digital environments.

The functions described above are also related to users with disabilities, DSA, autistic spectrum disorders.

Digital Content Designer for training
They develop and operationally implement web-based and mobile-based training applications and analyse digital and multimedia training content and solutions available on the market.

They provide operational support for the creation of multimedia content for training and education.

The functions described above are also related to users with disabilities, DSA, autistic spectrum disorders.

Educational goals

The degree programme aims to provide the essential theoretical knowledge and operational skills for professional employment in the fields of education and training in digital contexts and in social/health services.

It is intended to train 'junior' level professionals who have:
- ability to analyse and support the design and evaluation of training interventions through the use of digital learning environments and the production of multimedia training content;
- ability to support needs analysis, training planning, evaluation of training outcomes and the structuring of study programmes in digital contexts and in social/health services;
- ability to support the design, management and review procedures in order to improve training processes in digital contexts and in social/health services, also by applying the knowledge learned in internships in which they will be able to experiment with methodologies in the field of multimedia training communication, with specific focus on the implementation of training processes and the production of training products in the digital and multimedia context;
- ability to support the design and implementation of educational - and re-educational - projects related to digital and multimedia contexts

The training offer is based made on a common programme and a split into four curricula.

The common programme develops in the first three semesters of the three-year programme, which includes the provision of fundamental knowledge and the development of general skills.
In particular, it includes the following thematic-disciplinary areas:

Pedagogical-Didactical Area: the basic theoretical knowledge of pedagogical and methodological/didactical sciences is provided, in terms of their fundamentals and interactions with other disciplines with methodological references to media education and professional training.

Psychological Area: the basic theoretical knowledge of General Psychology and Social Psychology is provided, and the first elements of the cognitive bases of learning and Educational Psychology are introduced, with reference to interpersonal, group and social interactions and relationships - also of educational type - in digital environments and contexts and in professional contexts;

Sociological Area: students are provided with the basic theoretical knowledge of social systems in communication processes with reference to media and digital contexts;

Technological Area: students are provided with the basic knowledge of communication technologies, technology-mediated communication systems and digital environments for learning and training and of technologies for the production of multimedia training contents;

Legal Area: students are provided with basic legal contents with focus on the constantly evolving regulations related to the training and professional environments in digital and social/health contexts;
Statistical/Quantitative Area: students are provided with basic statistical contents, aimed at the descriptive and inferential analysis of data produced in educational processes, with particular reference to digital and social/health contexts;
Linguistic Area: it includes contents aimed at highlighting the fundamental structures of a language in continuous and rapid evolution together with an integration of plurality of languages and (multimodality and multiliteracies) cultures.

The programme fosters the knowledge of English (level B2) and knowledge (level B1) of a second EU language to be chosen among French, German, and Spanish. The programme is offered in Italian but the content will be delivered in three languages: Italian, English and Spanish using the most advanced communication and training technologies.

There is ample opportunity for internships in companies or institutions and for the final examination.

The programme is divided into different curricula, which will share the methodological-disciplinary basis indicated in the common programme and will be differentiated in relation to the characterisations of the skills profile and the occupational outlets that enhance the peculiarities of the outgoing professional figure according to the operating contexts;

In particular, the 4 curricula will be aimed at training the following types of professional figures:

Digital Instructional Designer: know-how in the design and evaluation of training interventions in digital areas and in the design and evaluation of digital products for training; in addition, content on quantitative analysis of training processes in the digital area and in-depth content on technologies for training and for the production of media content. The competences to be developed are those of an operator who assists in the design of training interventions in digital contexts and possesses refined tools for quantitative analysis and for the use of technologies in training;


Educator/expert in the implementation of digital training in social/health contexts: in addition to the contents of design and evaluation of training interventions in the digital field - shared with the Digital Instructional Designer curriculum - basic elements are provided relating to the needs and training methods in the various social/health contexts for the different areas of training action.
The expertise developed is that of an operator with skills in the implementation of on-line and digital-augmented training paths in social/health contexts.
It is not a healthcare figure

Educator in digital contexts: contents in the pedagogical-didactical field aimed at the acquisition of knowledge and skills to implement educational interventions in the use of communication technologies and contents in the psychological field aimed at the acquisition of knowledge useful to recognise risk behaviours in digital contexts or digital-addiction and to support educational interventions.


Expert in Multimedia Production for Training: content is offered in the pedagogical-didactic field aimed at the acquisition of knowledge and skills for the use, in the educational field, of elements, media and multimedia content, and content in the field of communication sciences aimed at the acquisition of knowledge and skills that promote the design and creation of multimedia and digital content in the training fields.

Communication skills

Graduates develop skills in educational communication, with a focus on the dynamics of new technologies. Thanks to the teachings included in the programme and to the internship activities, students acquire those communication skills, both theoretical and practical, which are essential in the design of face-to-face and remote educational interactions. They also acquire special communication skills and the ability to manage communication flows in the digital environments of education and interpersonal and social communication.

These objectives will be achieved both by attending the basic and distinctive activities that form the framework of the training programme - also in relation to the specific nature of the various curricula - and by attending specific exercise and research workshops.

These activities are based on the active participation of students in structured working groups with regular individual and group communication.

In order to improve the students' writing skills - including multimedia and visual skills - and especially in view of the final exam of the degree programme, some teachings include writing activities and the production of multimedia content, as well as the possibility for undergraduates to attend a special module to prepare their final papers.

The assessment methods used to achieve the objectives will be ongoing tests using the tools of the e-learning platform (production of individual and group reports, preparation of presentations including multimedia and visual presentations, participation in guided debates, etc.) and, at the end of the study programme, written and/or oral tests.

Making Judgements

Graduates are able to manage the knowledge acquired with a view to expressing judgements, using the knowledge and tools to develop different research methods in the educational and training field, also in relation to the specificities of the different curricula, as well as the technical and operational skills for the analysis, detection and processing of data and results, including reflection on educational and training processes related to young people and adults carrying out working tasks.

These objectives will be achieved in particular by attending and studying the distinctive subjects, attending workshops and practical exercises in the design of educational and training interventions and research that are based on the active participation of students in structured work groups endowed with autonomy and characterised by significant experiences.

Students are also required to make a special effort to define the internship programme. The assessment methods used to achieve the objectives will be both ongoing tests using the tools of the e-learning platform (production of individual and group reports, preparation of presentations, participation in guided debates, etc.) and, at the end of the study programme, written and/or oral tests.

Learning skills

Graduates develop the study skills and improve the learning abilities necessary for their professional development and for undertaking further studies with a high degree of autonomy. They acquire an adequate knowledge of the organisational culture of working contexts and therefore express their knowledge and understanding with a professional and project-based approach to their work.

They also develop the ability to work in a team and to operate with a defined degree of independence in digital contexts.

These objectives will be achieved both by attending and studying basic, distinctive and related disciplines, and by attending laboratories, research practical exercises and a period of internship. The teachings envisaged may include traditional lectures by videoconference, workshops, seminars, discussion groups and laboratory exercises. The assessment methods used to achieve the objectives will be both ongoing tests using the tools of the e-learning platform (production of individual and group reports, preparation of presentations, participation in guided debates, etc.), and, at the end of the study programme, written and/or oral tests and evaluation of training projects using digital platforms and tools.