Inclusion: theory, practice, research, emerging issues and educational policies. Issue 2/2027

Editors : Marianna Traversetti, Daniela Dato

Inclusion remains one of the most complex challenges for education professionals, both
theoretical and practical. It cuts across all areas of pedagogy, due to the broad scope of the
concept in epistemological, social, ethical, cultural, and design terms. It requires context-
sensitive approaches and sustainable interventions to achieve progressive, transparent, and
accountable educational and teaching goals.
Educational policies must align theoretical research outcomes with their practical
implementation. The aim is to manage highly diverse learning environments and to enhance
individual potential, fostering the holistic development of each learner throughout life,
regardless of physical, cognitive, gender, emotional, or sociocultural differences.
This call seeks to collect and highlight epistemological and theoretical reflections, empirical
research, and educational practices that offer critical and problematizing analyses within the
broader pedagogical and scientific discourse on inclusion. It particularly focuses on teaching
and research for all learners, especially those with special educational needs (SEN).
1. What political, social, cultural, pedagogical, and didactic aspects should be considered
to develop formal and non-formal educational projects that effectively support the
values of inclusion?
2. Which theoretical and methodological approaches should be promoted in inclusive
educational contexts, and how?
3. What cultural, methodological, and relational competencies should educators and
teachers possess when working in school settings and in other, broader and more
diverse inclusive educational contexts?
4. What orientations can guide educational policies and educational services in
promoting inclusion?
5. How does the evolution of the concept of special educational needs, and its psycho-
pedagogical and cultural implications, affect teaching, research, and academic
policies?
6. What is the contribution of scientific research to the concrete implementation of
inclusive and effective teaching practices in heterogeneous classrooms?

 

In the event of equal quality ratings of the submitted abstracts, priority will be given to articles written in English.

 

Deadlines:

Submission of abstracts (only to the e-mail address metis@progedit.com): 2 May 2026

Submission of proposals (only via the Journal's OJS platform): 1 September 2026

Publication: December 2026