Best Practices – Italy

Italian for Driving Schools

From Experimentation to an educational Format for Inclusion of Italian L2 Learners

In 2019, an Italian for Driving Schools course was launched, lasting 20 hours. The teaching involved the participation of Italian L2 teachers, tutors from the Intercultural Centre, and driving school instructors working at local schools. The teaching dealt with aspects of Italian that are particularly problematic when taking driving lessons, especially with regard to specialist language. In addition to the lexical dimension, the course also dealt with the syntactic and textual phenomena characteristic of the micro-language, in order to eliminate a good part of the problems associated with participation in courses to obtain a driving licence.

Project “Fuori Scuola” against drop out of young adults

The project intends to direct the target group towards a scholastic, training or working path, recovering motivation and developing the personal, social, cultural and disciplinary skills needed.

The project had the main goal to let students join their fulfillment of the basic training and certification of skills. For this purpose, it provides:

  • 400 hours per year of teaching activities by CPIA
  • 80 hours per year of vocational training by Vocational schools
  • 50 hours per year of artistic and self expressive activities by Vocational schools
  • 50 hours per year of sport activities (rugby)
  • 40 hours of theatre course

FLIP-IDEAL – Flipped Learning in Adult Education

The flipped (upside-down) classroom model is student-centered and allows them to process information at their own pace and thus satisfies differentiated learning. Students can review content they have lost or have not fully understood, and can practice a new topic in the classroom, where they are supported by the teacher and their classmates. The flipped classroom approach facilitates cooperative learning and allows you to spend more time collaborating, problem-solving, teamwork, and consolidating knowledge.

One aspect often overlooked in basic adult education programs is the skill set needed to learn online and to implement digital skills. These skills can be acquired using the flipped classroom approach. Introducing online and digital element in a course gives students the opportunity to develop digital skills.

This practice, that merges innovative learning methods and digital tools represents one of the strands that must be implemented in Adult Education according to the National (Italian) Digital Plan for education.


This is a “composite” project aimed at expanding and supporting the training offer of this CPIA, through specific actions aimed at enhancing learning and key skills also digital.

The design and implementation of didactic-training courses involved the use of innovative teaching methodologies, aimed at enhancing active and cooperative learning, as well as the active involvement of adult and young adult students, Italian-speaking and alloglots, in experiential situations. The first didactic proposal aimed at strengthening and reinforcing the command of the oral and written Italian language to describe, clarify, inform, explain, and express concepts, feelings, ideas.

The module was created in synchronous e-learning and made it possible to modulate strategies and methodologies thanks to the use of ITC. The module implied (as an experimentation) the use of open access web tools for self-learning Italian such as – ( or Tachistoscopio (

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