Abstract:

Introduction:
During the last couple of years the school world has changed deeply due to the pandemic but also to critical socio-economic and political factors that have exacerbated phenomena of economic and educational poverty. There has been an increase in the number of foreign students in the various classrooms. UNICEF counts in 2022, over 13,000 unaccompanied foreign minors (MSNA). Indeed, considering the data collected by the UNHCR, there have been an estimated 20,032 in Italy since 2022. According to the analysis conducted by the Italian Ministry, in the school year 2020/2021 after the pandemic there was a decrease of students without Italian citizenship and the largest decrease occurred in kindergarten followed by primary school and Lower Secondary. Conversely, in High School there was an increase, so the overall decline in non-Italian students is reduced to 11,400 students. In the guide for Asylum, Migration and Immigration Fund (AMIF), which improves procedures for migration management, as well as enhancing solidarity, it is explained that school has a strategic role for these youngsters: it is in fact the main instrument of integration. It is here that one learns Italian L2 in a structured way; and it is where one can achieve social integration. The recent scientific research in the pedagogical literature highlights the educational challenges of today, such as the initial teacher formation (EIT) and professional development; the enhancing of soft skills (LifeComp) in teaching plannings; inclusive strategies; L2 activities; etc. As a matter of fact, it is observed that certain methodologies as well as teachers’ mindset promote motivation in students to learn, for example cooperative learning. This implies a very different way of approaching pupils and making them feel part of a community. Nevertheless, dropouts are not linked to economic factors but to how pupils live school. However, several evidence-based researches underline that in Italy not all schools have developed the appropriate methodologies and teaching mindset to permit all students to feel comfortable and at ease.
The question is: How can a teacher make sure that all students can feel included and feel fully citizens?

Objectives:
Taking into account the main international and national documents in the educational field, the scientific literature in the pedagogical field and the best practices in the field of integration and inclusion of students with a migrant background. This research project aims to explore, which educational challenges, which pedagogies and which inclusive educational and teaching strategies can help promote full citizenship in line with what is proposed by the European Commission (Key competences 2018) and by UNICEF ​​(Child guarantee - UNICEF, 2021).

Methodology:
Consistent with the research objective:
Analysis of the main documents and policies produced by international and national organizations on the subject;
Systematic analysis of the literature on the topic;
Analysis of best practices in the international and national context on the topic

Results:
Indications and recommendations provided by the main international and national organizations on the topic;
Results produced by the systematic analysis of the literature;
Results produced by the analysis of best practices on the topic
Main deliverable: Criteriology for educational and didactic planning and evaluation on the topic of inclusion of students with a migrant background.

Keywords:

Migration, inclusion, motivation to learn, teachers’ mindsets.