Pubblicazioni

Articolo in rivista In corso di stampa

Scarano, G. (in corso di stampa). AI tutoring and mentoring between proto- and deutero-learning: Habits, internal feedback, and assessment anxiety. Journal of Inclusive Methodology and Technology in Learning and Teaching.

Articolo in rivista In valutazione

Scarano, G. (2026). Mentoring strutturato e sviluppo di competenze nei contesti educativi: Una scoping review [Manoscritto in valutazione].

Convegno Abstract accettato

Scarano, G., & Ottolini, P. (2026). Dall’autovalutazione all’azione: Competenze strategiche, laboratori e peer mentoring per l’autodirezione [Abstract accettato]. I Seminario INVALSI “Dati per la didattica”, Roma, 25–27 novembre 2026.

Convegno Presentato, pubblicazione in corso

Giacomantonio, A., & Scarano, G. (2026). Phronesis. La progettazione di un laboratorio educativo per lo sviluppo delle competenze strategiche [Contributo presentato al convegno]. Scuola e istruzione superiore in dialogo – Venezia IV, 25–26 settembre 2026.

Capitolo in volume In corso di stampa

Aimè, C., Giacomantonio, A., Ottolini, P., & Scarano, G. (in corso di stampa). Una proposta formativa per sviluppare l’“imparare a imparare” nei formatori della IeFP. In C. Stringher & S. Patera (A cura di), Apprendere ad apprendere in Italia. FrancoAngeli.

Articolo in rivista

Selmi, S., Scarano, G., & Martiniello, L. (2026). The irreducible dimension: Toward an integration of automated tutoring and mentoring in AI-supported education. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 10(3), 1–21.

Abstract – The irreducible dimension: Toward an integration of automated tutoring and mentoring in AI-supported education · DOI 10.32043/gsd.v10i3.1812 · IRIS – The irreducible dimension: Toward an integration of automated tutoring and mentoring in AI-supported education · BibTeX – The irreducible dimension: Toward an integration of automated tutoring and mentoring in AI-supported education · RIS – The irreducible dimension: Toward an integration of automated tutoring and mentoring in AI-supported education

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Articolo in rivista

Giacomantonio, A., Scarano, G., & Zavatta, G. (2026). Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica. Open Journal of Humanities, 22, 279–314.

Abstract – Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica · Rivista · Copia su OSF · IRIS – Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica · BibTeX – Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica · RIS – Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica

PDF – Educare gli abiti in risposta al disorientamento esistenziale: Verso un dispositivo di valutazione diagnostica versione editoriale · Licenza CC BY 4.0

Convegno (atti, full paper)

Scarano, G., Vivona, A., & Martiniello, L. (2026). Mentoring and organisational learning in complex contexts: The MSI model for leadership beyond boundaries. In Leadership, Learning, and Business Beyond Boundaries: Managing Change in a Complex World. Proceedings of the MakeLearn 2026 International Conference (Ljubljana, 21–23 May 2026) (pp. 193–201). ToKnowPress.

Scheda – Mentoring and organisational learning in complex contexts: The MSI model for leadership beyond boundaries · DOI del volume 10.53615/978-961-6914-33-8 · IRIS – Mentoring and organisational learning in complex contexts: The MSI model for leadership beyond boundaries · ISBN 978-961-6914-33-8 · BibTeX – Mentoring and organisational learning in complex contexts: The MSI model for leadership beyond boundaries · RIS – Mentoring and organisational learning in complex contexts: The MSI model for leadership beyond boundaries

Convegno (atti, abstract)

Barbato, A., Scarano, G., & Martiniello, L. (2026). Mentoring for inclusion: A relational model for learning, agency and social participation [Abstract]. In Leadership, Learning, and Business Beyond Boundaries: Managing Change in a Complex World. Proceedings of the MakeLearn 2026 International Conference (Ljubljana, 21–23 May 2026) (p. 385). ToKnowPress.

Scheda – Mentoring for inclusion: A relational model for learning, agency and social participation · DOI del volume 10.53615/978-961-6914-33-8 · IRIS – Mentoring for inclusion: A relational model for learning, agency and social participation · ISBN 978-961-6914-33-8 · BibTeX – Mentoring for inclusion: A relational model for learning, agency and social participation · RIS – Mentoring for inclusion: A relational model for learning, agency and social participation

Articolo in rivista

Scarano, G., Vivona, A., & Martiniello, L. (2025). Mentoring and medical humanities: A pedagogical perspective for person-centred medical training. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 9(4), 1–11.

Abstract – Mentoring and medical humanities: A pedagogical perspective for person-centred medical training · DOI 10.32043/gsd.v9i4.1649 · IRIS – Mentoring and medical humanities: A pedagogical perspective for person-centred medical training · BibTeX – Mentoring and medical humanities: A pedagogical perspective for person-centred medical training · RIS – Mentoring and medical humanities: A pedagogical perspective for person-centred medical training

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Articolo in rivista

Scarano, G., Vivona, A., & Martiniello, L. (2025). Mentoring from a synecological perspective: A research path for sustainable education. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 9(3), 1–15.

Abstract – Mentoring from a synecological perspective: A research path for sustainable education · DOI 10.32043/gsd.v9i3.1591 · IRIS – Mentoring from a synecological perspective: A research path for sustainable education · BibTeX – Mentoring from a synecological perspective: A research path for sustainable education · RIS – Mentoring from a synecological perspective: A research path for sustainable education

PDF – Mentoring from a synecological perspective: A research path for sustainable education versione editoriale · Licenza CC BY-NC-ND 4.0

Articolo in rivista

Scarano, G., Vivona, A., & Martiniello, L. (2025). Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring. Journal of Inclusive Methodology and Technology in Learning and Teaching, 5(4), 1–9.

Abstract – Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring · Pagina dell’articolo · DOI del fascicolo · IRIS – Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring · BibTeX – Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring · RIS – Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring

PDF – Constructing the self in school guidance: Strategic competencies, e-portfolio, and educational mentoring versione editoriale · Licenza CC BY 4.0

Articolo in rivista

Scarano, G., & Martiniello, L. (2025). Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale [Mentoring and key competences: A model for inclusion and prevention of functional illiteracy]. Lifelong Lifewide Learning, 23(46), 85–93.

Abstract – Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale · DOI 10.19241/lll.v23i46.975 · IRIS – Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale · BibTeX – Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale · RIS – Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale

PDF – Mentoring e competenze chiave: Un modello per l’inclusione e la prevenzione dell’analfabetismo funzionale versione editoriale · Licenza CC BY-NC-ND 4.0

Articolo in rivista

Scarano, G., & Sorrentino, C. (2025). The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 9(1), 1–12.

Abstract – The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool · DOI 10.32043/gsd.v9i1.1425 · IRIS – The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool · BibTeX – The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool · RIS – The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool

PDF – The contribution of teachers to the development of students’ professional identity through the e-portfolio as a transformative tool versione editoriale · Licenza CC BY-NC-ND 4.0

Articolo in rivista

Scarano, G., & Martiniello, L. (2025). Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 9(1), 1–15.

Abstract – Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4 · DOI 10.32043/gsd.v9i1.1428 · IRIS – Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4 · BibTeX – Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4 · RIS – Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4

PDF – Towards 2030: ASviS and ISTAT data as an urgent call for inclusive, sustainable, and quality education in line with Goal 4 versione editoriale · Licenza CC BY-NC-ND 4.0

Convegno (atti, full paper)

Scarano, G., Iannaccone, S., & Vivona, A. (2025). Artificial intelligence and personalized teaching: New paradigms for learning. In Accelerated Innovation (AI): Sustainability for Better Humanity. Proceedings of the MakeLearn, TIIM & PIConf International Conference (Bangkok, 21–24 May 2025) (pp. 121–134). ToKnowPress.

Scheda – Artificial intelligence and personalized teaching: New paradigms for learning · DOI del volume 10.53615/978-961-6914-20-8 · IRIS – Artificial intelligence and personalized teaching: New paradigms for learning · ISBN 978-961-6914-20-8 · BibTeX – Artificial intelligence and personalized teaching: New paradigms for learning · RIS – Artificial intelligence and personalized teaching: New paradigms for learning

Convegno (atti, abstract)

Scarano, G., Sorrentino, C., & Martiniello, L. (2025). The “cancel culture”: Possible reflections of comparison to mitigate conflicts [Abstract]. In Accelerated Innovation (AI): Sustainability for Better Humanity. Proceedings of the MakeLearn, TIIM & PIConf International Conference (Bangkok, 21–24 May 2025) (p. 143). ToKnowPress.

Scheda – The “cancel culture”: Possible reflections of comparison to mitigate conflicts · DOI del volume 10.53615/978-961-6914-20-8 · IRIS – The “cancel culture”: Possible reflections of comparison to mitigate conflicts · ISBN 978-961-6914-20-8 · BibTeX – The “cancel culture”: Possible reflections of comparison to mitigate conflicts · RIS – The “cancel culture”: Possible reflections of comparison to mitigate conflicts

Convegno (atti, abstract)

Scarano, G., Vivona, A., & Martiniello, L. (2025). Building self-awareness in school guidance: Strategic skills, e-portfolio and educational mentoring [Abstract]. In Ibridazioni feconde: Saperi, pratiche, territori, rete. Book of Abstracts del Convegno SIREM 2025 (Catania) (p. 69). Edizioni Universitarie Romane.

Scheda – Building self-awareness in school guidance: Strategic skills, e-portfolio and educational mentoring · IRIS – Building self-awareness in school guidance: Strategic skills, e-portfolio and educational mentoring · ISBN 978-88-6022-513-9 · BibTeX – Building self-awareness in school guidance: Strategic skills, e-portfolio and educational mentoring · RIS – Building self-awareness in school guidance: Strategic skills, e-portfolio and educational mentoring

Convegno (atti, contributo breve)

Scarano, G., & Sorrentino, C. (2025). Il contributo dell’e-portfolio allo sviluppo delle competenze strategiche e dell’identità professionale nella scuola secondaria di secondo grado. In Ricerche in Neuroscienze Educative 2025 (REN 2025). Shaping the Future of Education: New Challenges of Universal Design for Learning (pp. 105–106). Edizioni Universitarie Romane.

Scheda – Il contributo dell’e-portfolio allo sviluppo delle competenze strategiche e dell’identità professionale nella scuola secondaria di secondo grado · IRIS – Il contributo dell’e-portfolio allo sviluppo delle competenze strategiche e dell’identità professionale nella scuola secondaria di secondo grado · ISBN 978-88-6022-508-5 · BibTeX – Il contributo dell’e-portfolio allo sviluppo delle competenze strategiche e dell’identità professionale nella scuola secondaria di secondo grado · RIS – Il contributo dell’e-portfolio allo sviluppo delle competenze strategiche e dell’identità professionale nella scuola secondaria di secondo grado

Convegno (atti, contributo breve)

Scarano, G., & Martiniello, L. (2025). Verso il 2030: Dai dati ASviS e ISTAT un richiamo urgente per una formazione inclusiva, sostenibile e di qualità per il Goal 4. In Ricerche in Neuroscienze Educative 2025 (REN 2025). Shaping the Future of Education: New Challenges of Universal Design for Learning (pp. 103–104). Edizioni Universitarie Romane.

Scheda – Verso il 2030: Dai dati ASviS e ISTAT un richiamo urgente per una formazione inclusiva, sostenibile e di qualità per il Goal 4 · IRIS – Verso il 2030: Dai dati ASviS e ISTAT un richiamo urgente per una formazione inclusiva, sostenibile e di qualità per il Goal 4 · ISBN 978-88-6022-508-5 · BibTeX – Verso il 2030: Dai dati ASviS e ISTAT un richiamo urgente per una formazione inclusiva, sostenibile e di qualità per il Goal 4 · RIS – Verso il 2030: Dai dati ASviS e ISTAT un richiamo urgente per una formazione inclusiva, sostenibile e di qualità per il Goal 4

Articolo in rivista

Scarano, G., Tafuri, M. G., & Borriello, G. (2024). Physical literacy: A new learning direction for individual development in society. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 8(4), 1–12.

Abstract – Physical literacy: A new learning direction for individual development in society · DOI 10.32043/gsd.v8i4.1241 · IRIS – Physical literacy: A new learning direction for individual development in society · BibTeX – Physical literacy: A new learning direction for individual development in society · RIS – Physical literacy: A new learning direction for individual development in society

PDF – Physical literacy: A new learning direction for individual development in society versione editoriale · Licenza CC BY-NC-ND 4.0

Articolo in rivista

Scarano, G., Tuccillo, P., & Vivona, A. (2024). Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 8(3), 1–12.

Abstract – Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization · DOI 10.32043/gsd.v8i3.1175 · IRIS – Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization · BibTeX – Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization · RIS – Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization

PDF – Emotion and learning, algorithms and ethical forgetting: A necessary reflection in the age of digitization versione editoriale · Licenza CC BY-NC-ND 4.0

Convegno (atti, contributo breve)

Scarano, G., Tuccillo, P., & Vivona, A. (2024). Emozione e apprendimento, algoritmi e oblio etico: Una necessaria riflessione nell’era della digitalizzazione. In Research on Educational Neuroscience 2024 (REN 2024) (pp. 33–34). Edizioni Universitarie Romane.

Scheda – Emozione e apprendimento, algoritmi e oblio etico: Una necessaria riflessione nell’era della digitalizzazione · IRIS – Emozione e apprendimento, algoritmi e oblio etico: Una necessaria riflessione nell’era della digitalizzazione · ISBN 978-88-6022-495-8 · BibTeX – Emozione e apprendimento, algoritmi e oblio etico: Una necessaria riflessione nell’era della digitalizzazione · RIS – Emozione e apprendimento, algoritmi e oblio etico: Una necessaria riflessione nell’era della digitalizzazione