The project intended to develop and disseminate a pedagogical method, based on the theoretical foundation of the “Didactic Digital materials” focused on life skills, aiming to prevent and/or address the early school leaving phenomenon. The project partnership experimented territorial interventions in schools to encourage and thin the dynamics of contact between the school system and the youth population (in secondary education) in order to reduce the phenomenon of school drop-outs, with particular regard to the SEN, using ICT as a key enabler of innovation and change in education and training and for learning in general. ICT, digital, new tools, life skills, cooperative learning have been the keywords of this Project.
School closures due to the pandemic adversely affected student achievement through several channels, including a decline in skill accumulation and a disruption of peer effects and peer-group formation. The lack of interest for students in school, the increased discomfort of students in their relationships with others, and the perception of danger that we have all experienced, are at the root of young people's disaffection with studying and school commitment. This was the starting point of the Project. One possible key factor in which to invest to reduce disaffection and prevent early school leaving could be ameliorate the life skills, as a tool to improve the ability to gain a “better life”. So, the Project was designed to combine the life skills learning using digital tools, to better involve and engage students in this activity. At the same time, the Project aimed to address teachers/trainers to test new digital didactic tools and to improve their skills in using innovative tools and methods in didactic activity and in creating a more engaging environment.