Abstract:

This paper presents an interdisciplinary project-based learning (PBL) pathway implemented in an Italian high technical institute to foster digital citizenship and prevention-oriented awareness around cyberbullying, sexting, and harmful online challenges. The intervention is framed as an authentic task aligned with a contest brief that requires student teams to produce an original and unpublished song (mandatory vocals, maximum duration of four minutes) and an accompanying short video designed to convey a clear educational message.

The pathway purposefully integrates three disciplinary lenses:
(1) communication and media education, focusing on narrative structure, persuasive and ethical communication, audience analysis, and multimodal storytelling;
(2) mathematics, supporting rhythm/structure, patterning, timing, and data-informed reflection through simple quantitative analyses (e.g., interpreting pre/post class indicators and self-assessment data); and
(3) ICT and digital production, covering audio/video workflows, basic editing, file formats, licensing awareness, and responsible use of AI-based creative support tools.

The learning design is organized into iterative phases: topic exploration and shared language on online risks; team formation and role assignment; lyric drafting and storyboard development; music composition/arrangement and vocal recording; video production and post-editing; and a final dissemination and reflection cycle. To ensure pedagogical alignment and replicability, the paper details: team roles (editorial lead, audio producer, video editor, fact-check/ethics lead), checkpoints, and a set of rubrics assessing:
(a) accuracy and appropriateness of the prevention message,
(b) communicative effectiveness and coherence between lyrics and visuals,
(c) technical quality within accessible constraints, and
(d) evidence of responsible technology use (including transparency on any AI assistance).

Evaluation relies on a mixed-evidence approach suitable for classroom settings: a brief pre/post questionnaire on knowledge, risk perception, and help-seeking intentions; rubric-based artifact assessment; peer feedback; and short reflective notes capturing collaboration dynamics and ethical decision-making. Particular attention is devoted to safeguarding and compliance: avoiding identifiable real cases, managing minors’ privacy, collecting permissions where required, and promoting copyright-aware practices. The contribution argues that creative multimedia production—when embedded in structured PBL and supported by explicit ethical scaffolding—can function as a powerful vehicle for preventive education, student agency, and meaningful interdisciplinary learning. Practical recommendations are provided for adoption in comparable school contexts with limited resources.

Keywords:

Digital citizenship, cyberbullying prevention, sexting education, project-based learning, multimedia production, music-based learning, video for learning, responsible AI use, interdisciplinary teaching.