The Living Lab to promote educating community development in an inclusive perspective, between innovation and participation

Abstract

In recent decades, changes in productive and social dynamics have profoundly influenced socioeconomic environments, which are now characterized by phenomena such as globalization, the omnipresence of technology, and the loosening of social networks. These changes have led to a growing alienation of the individual from the public sphere. In this context, education must focus on fostering a sense of responsibility and belonging in both students and the community, which are essential elements for active participation in political life and building inclusive communities. In light of these premises, the paper illustrates the first steps of research aimed at the design and implementation of an innovative system for the training of education professionals through a Living Lab, intended as an action-research approach operating between community and innovation, intending to develop a digital platform that fosters the sharing of inclusive practices, integrating evidence-based research, professional experience and perspectives of people with disabilities, to create more inclusive and sustainable communities. The preliminary phase of the research, the results of which will be illustrated, was conducted through four focus groups involving a total of 57 volunteer teachers, who represent a sample of convenience chosen according to the motivation criterion for participation. The row data, collected through audio recordings and researchers' fieldnotes transcripts, were analyzed by Qualitative Content Analysis. The results show potential fruitful guidelines for the start-up of the Living Lab.