EDUCATIONAL TECHNOLOGIES AND INCLUSIVE CURRICULUM FOR STUDENT VALORIZATION.

The present paper is a critical essay which starts from an international perspective, develops through the analysis of the changes in the Italian school curriculum and ends with a descrip tion of the Italian educational perspective. From the inclusive educational routes to the UDL's potentials and scopes, the paper stresses our need to create special-need-based inclusive educational itineraries and to place special needs at the centre of the teaching/learning pro cess. Thus, an educational-success-oriented curriculum lends itself to becoming a fertile ter rain where each and every student could safely and trusfully express his/her own specific aptitudes and inclinations. New technologies make their own valuable contribution to this new educational scenario not only because they facilitate the learning process, but also be cause they promote the development of digital skills, both for students and for teachers. The data supporting the present study, however, show that the Italian school curriculum is not yet efficient in the use and transmission of digital skills. A reconsideration of teacher training routes and a restructuring of school curricula is fundamental, and the recent Scuola Futura initiatives for PNRR (the Italian Recovery and Resilience Plan) to fund the renovation of the Italian school system could at least be considered a valuable start. The present study finally stresses the important contribution of digital education in making the student an active part in his/her own learning route by fostering such cognitive and metacognitive processes and creative, divergent, immersive and emotionally challenging learning itineraries as could val orize his/her educational potentials.