Abstract:

Early school leaving represents a significant challenge to the economic development and educational equity of modern society, particularly in regions already facing socioeconomic challenges. This abstract presents the outcomes of the Evidence 4 Preventing Early School Dropout (E4PED) project, a national research initiative funded by MUR-PRIN 2022 and the European Union—Next Generation EU. This research contributes to the strategic objectives outlined in the National Recovery and Resilience Plan (PNRR) and supports the European Union's goal of reducing early school leaving rates below 9% by 2030.

The project has systematically addressed the complex phenomenon of school dropout through a multidimensional approach centered on evidence-based education principles. Through an evidence and gap map of international research, we have identified patterns in the existing literature, revealed knowledge gaps, and categorized intervention types according to their focus areas and evaluation methodologies. This systematic mapping has highlighted effective intervention strategies for mitigating early school leaving in secondary education while also identifying understudied approaches. The evidence and gap map notably revealed that teacher professional development interventions are among the least documented approaches in the literature, despite their potential importance.

Our synthesis has been complemented by an in-depth contextual analysis of the dropout phenomenon in Southern Italy, where our three research units (Cagliari, Palermo, and Salerno) have documented regional patterns and promising local initiatives. This analysis included administering questionnaires to school principals, teachers, and students from schools in the three regions involved. The survey results confirmed a significant need for targeted teacher training to address early school leaving, aligning with the gap identified in our evidence mapping.

Building upon these findings, we have developed and implemented a targeted teacher professional development program for lower secondary schools that addresses the specific challenges faced by educational institutions in Southern Italy. The program development adopted an educational design research approach, with the first cycle culminating in a pilot intervention involving 36 teachers from 7 schools across the three regions. The study aims to evaluate the intervention's impact on teachers' perceptions and beliefs regarding factors influencing dropout rates and their sense of self-efficacy in addressing situations with high dropout risk.

By bridging the gap between international evidence and local implementation, the E4PED project offers valuable insights for policymakers and practitioners seeking to combat educational inequality.

Keywords:

Early school leaving, evidence-based education, educational inequality, teacher professional development, educational policy.