Developing support teachers’ digital competencies for an inclusive citizenship

Abstract

The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situ-ation of overall emergency, due to the Covid 19 pandemic case, the idea is that of con-sidering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particu-larly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valu-able citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and commu-nity contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of sup-port teachers’ digital competence is reported here