Abstract:

This contribution presents an inclusive educational innovation developed during the Covid-19 pandemic in a fifth-year class of an upper secondary school in Padua, Italy, as part of a broader career orientation programme. The didactic methodology was designed to promote students’ empowerment and personal well-being in a context of widespread uncertainty and emotional vulnerability caused by the pandemic. The class included 24 students, four of whom had special educational needs.

The project integrated two educational tools—Personal Development Planning (PDP) and Peer Coaching—applied entirely online through a virtual learning platform. In the first phase, students created their own PDP, identifying personal or professional goals, available resources, and perceived obstacles. In the second phase, each student acted as a coach for a peer, providing strategic support and shared reflections to help overcome difficulties and work toward the chosen goal.

The project concluded with focus groups in which students reported improvements in empowerment skills, perceived self-efficacy, and autonomous planning capacity. A qualitative evaluation was conducted to analyze both the types of goals set by students and the peer coaching strategies implemented to achieve them. The findings highlighted an increased awareness in decision-making processes, a more active approach to problem-solving, and a significant enhancement in overall school well-being.

Moreover, the experience fostered the development of a supportive peer network based on trust, empathic listening, and appreciation of diversity. The innovative teaching methodology implemented during the Covid-19 emergency to support students' future decision-making was successfully replicated in subsequent school years.

This experience suggests the pedagogical effectiveness of integrated approaches such as Personal Development Planning and Peer Coaching in fostering school orientation and promoting individual and collective well-being, especially in diverse educational contexts or during times of crisis. The model presented constitutes a replicable and adaptable best practice, suitable for implementation across various educational levels.

Keywords:

Empowerment, decision-making, personal development planning.