Abstract:

The widespread diffusion of technologies in all educational and training contexts, over time, has produced a gradual evolution of the teaching-learning dynamics and an increasing hybridization between real and virtual life. The interaction between these two dimensions has generated new modes of construction of the individual personal identity and one's self-determination within different contexts. As a result, the acquisition of digital competencies, understood as the capability of living digital environments in a responsible way, becomes a priority both from a technical and ethical-moral point of view.
This process turned out to be even more rapid and pervasive during the Covid-19 pandemic which involved a radical and global transformation of university systems, called to quickly identify methods and tools capable of ensuring the continuity of students’ training. Taking into account that onlife teaching-learning processes are becoming ever more common, universities play a significant role for the development of digital competencies for all faculty members. This is even more important in the presence of students with disability or special educational needs.
More specifically, following the break of face-to-face teaching and curricular activities imposed by the COVID-19 pandemic, tutoring activities aimed at students with specific learning disabilities (SLD) in universities have also experimented with the remote mode. This has led to a remodulation of the tutoring activities through the identification of tools and strategies which are able to outline personalized forms of support calibrated to the specific needs of the tutee, thus considering his/her particular way of functioning in terms of cognitive and learning styles.
Stemming from these premises, the research project aims to explore the limits and opportunities offered by hybrid forms of tutoring for students with disabilities/SLD in order to design new forms of blended support where the technological artefact is functional to the creation of specific levels of interaction between reality and virtuality, thus promoting inclusive processes through the development of (digital) self-determination.
The sample consists of a group of students with disabilities/SLD enrolled at the Department of Humanities, Philosophy and Education of the University of Salerno and student tutors who have been involved in hybrid tutoring activities.
The research project is divided into the following phases:
- a phase of review of the existing scientific literature on tutoring activities for university students with disabilities/SLD;
- a phase of elaboration and definition of a quantitative-qualitative questionnaire and/or semi-structured interviews;
- a phase of data collection through the use of the tools provided;
- a phase of data analysis and interpretation.

Keywords:

inclusive education, self-determination, digital competence.