[
Azevedo, J.P., Gutierrez, M., De Hoyos, R. & Saavedra, J. (2021). The Unequal Impacts of COVID-19 on Student Learning.” In Primary and Secondary Education During Covid-19. In F. M. Reimers (Eds.) Disruptions to Educational Opportunity During a Pandemic. Cham: Springer International Publishing.10.1007/978-3-030-81500-4_16
]Search in Google Scholar
[
Banks, J. A. (2001). Cultural diversity and education: foundations, curriculum, and teaching. Boston: Allyn & Bacon.
]Search in Google Scholar
[
Batini, F., Sposetti, P. & Szpunar, G. (2021). La parola alle e agli insegnanti. Prima analisi di categorie e sottocategorie delle risposte qualitative al questionario SIRD. In AA.VV. La DaD in emergenza: vissuti e valutazioni degli insegnanti italiani. Scelte metodologiche e primi risultati nazionali (pp. 100-156). Lecce: Pensa MultiMedia
]Search in Google Scholar
[
Brito Rivera, H. A., Torti, D., & Ferraz de Carvalho, A. M. (2020). Diseño, traducción y adaptación de una entrevista sociocultural a docentes sobre Aprender a Aprender, Aula Abierta, 49(3), 245-259.10.17811/rifie.49.3.2020.245-259
]Search in Google Scholar
[
Bruner, J. S. (1992). La ricerca del significato. Per una psicologia culturale. Torino: Bollati Boringhieri
]Search in Google Scholar
[
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DIGCOMPEDU), European journal of education, 54(3), 356-369. https://doi.org/10.1111/ejed.1234510.1111/ejed.12345
]Search in Google Scholar
[
Creswell, J. W. (2002). Research design: Qualitative, quantitative and mixed method approaches. London: Sage
]Search in Google Scholar
[
Creswell, J. W. (2015). 30 Essential Skills for the Qualitative Researcher. London: Sage
]Search in Google Scholar
[
Di Pace, A. La Gamification, la motivazione e l’apprendimento (2020). In B. De Serio, & G. A. Toto (Eds.), Media ed emozioni. Una sfida per l’apprendimento (pp. 132-147). Milano: Franco Angeli
]Search in Google Scholar
[
Doucet, A., Netolicky, D., Timmers, K. & Tuscano, F. J. (2020). Thinking about pedagogy in an unfolding pandemic. Work of Education International and UNESCO. Retrieved from: https://issuu.com/educationinternational/docs/2020_research_covid-19_eng
]Search in Google Scholar
[
Education Development Trust & UNESCO (2021). Learning Loss, Learning gains and Wellbeing: A Rapid Evidence. Retrieved from: https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/20/201258b4-98ab-415a-b0daf33d5cf8688d.pdf
]Search in Google Scholar
[
European Commission, (2015). Education and training. Monitor 2015. Luxembourg: Publications Office of the European Union
]Search in Google Scholar
[
Eurostat, (2020). Dataset 2020. Retrieved from: https://ec.europa.eu/eurostat/statistics-explained/index.php/Early_leavers_from_education_and_training (source consulted: 04/03/2021)
]Search in Google Scholar
[
Falcinelli, F., & Limone, P. (2014). La “scuola digitale”: a che punto siamo?. In P.C. Rivoltella (Ed.), Smart Future. Didattica, Media Digitali e Inclusione. Milano: Franco Angeli
]Search in Google Scholar
[
Fernández-Cruz, & F. J., Fernández-Diaz, J. (2016). Generation Z’s Teachers and their Digital Skills, Comunicar, 46(24), 97-105.10.3916/C46-2016-10
]Search in Google Scholar
[
Garavaglia, A., & Petti, L. (2020). Impatto del setting per lo sviluppo di competenze digitali nella formazione iniziale degli insegnanti. In C. Panciroli (Ed.), Animazione digitale per la didattica, (pp. 231-239). Milano: Franco Angeli.
]Search in Google Scholar
[
Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., & Bushell, S. (2021). Emergency Online Learning: College Students’ Perceptions During the COVID-19 Pandemic, College Student Journal, 55(1), 29-46.10.2139/ssrn.3831526
]Search in Google Scholar
[
Guba, E. G., & Lincoln, Y. S. (2005). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage.
]Search in Google Scholar
[
Hargittai, E., & Hsieh, Y. P. (2013). Digital inequality. In W. H. Dutton, (Ed.), Oxford handbook of Internet studies, (pp. 129–50). Oxford: Oxford University Press10.1093/oxfordhb/9780199589074.013.0007
]Search in Google Scholar
[
Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss”. Children and Youth Services Review, 118.10.1016/j.childyouth.2020.105355
]Search in Google Scholar
[
INVALSI, (2021). I risultati delle prove INVALSI 2021. Retrieved from: https://www.invalsiopen.it/risultati/risultati-prove-invalsi-2021/
]Search in Google Scholar
[
ISTAT, (2019). Istruzione e formazione. Retrieved from: https://www.istat.it/it/files//2019/12/2.pdf
]Search in Google Scholar
[
ISTAT, (2021). Rapporto annuale 2021. La situazione del paese. Retrieved from: https://www.istat.it/storage/rapporto-annuale/2021/Rapporto_Annuale_2021.pdf
]Search in Google Scholar
[
Kuckartz, U. (2014). Qualitative Text Analysis. A Guide to Methods, Practice and Using Software. London: Sage10.4135/9781446288719
]Search in Google Scholar
[
Le Boterf, G. (1994). De la compétence: Essai sur un attracteur étrange. Paris: Les Ed. de l’Organisation
]Search in Google Scholar
[
Le Rose, G., & Sacco, C. (2018 october). La dispersione scolastica: uno studio su alcuni fattori di rischio nella scuola secondaria di I grado. III seminario i dati Invalsi: uno strumento per la ricerca Bari, 26-28 ottobre 2018. Retrieved from: invalsi-serviziostatistico.cineca.it/documenti/ss/evento_28_ottobre_2018_ss/LeRose_Sacco.pdf
]Search in Google Scholar
[
Mascheroni, G., Saeed, M., Valenza, M., Cino, D., Dreesen, T., Zaffaroni, L. G., & Kardefelt-Winther, D. (2021). Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic, UNICEF. Florence: Innocenti. Retrieved from: https://www.unicef-irc.org/publications/pdf/learning-at-a-distance-childrens-remote-learning-experiences-in-italy-during-the-covid-19-pandemic.pdf
]Search in Google Scholar
[
Nussbaum, M.C. (2012). Creare capacità. Liberarsi dalla dittatura del Pil. Bologna: Il Mulino.
]Search in Google Scholar
[
Patera, S. (2020). Gli studenti di ieri e di oggi secondo i loro docenti. Evidenze qualitative dal progetto “Apprendere ad apprendere in Italia, Europa e in America Latina”, Collana WORKING PAPERS INVALSI N. 54/2020
]Search in Google Scholar
[
Patera, S. (2021). Gli studenti italiani di ieri e di oggi: le loro caratteristiche secondo i docenti. In C. Stringher (Eds.), Apprendere ad apprendere in prospettiva socio-culturale. Rappresentazioni dei docenti in sei paesi. Milano: Franco Angeli.
]Search in Google Scholar
[
Patton, M.Q. (2015). Qualitative Research and Evaluation methods. Thousand Oaks: Sage.
]Search in Google Scholar
[
Pokhrel, S. & Chetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning, Higher Education for the Future, 8(1), 133-141.10.1177/2347631120983481
]Search in Google Scholar
[
Rivoltella, P.C. (Eds.) (2008). Digital literacy: Tools and methodologies for information society. Hershey: IGI.10.4018/978-1-59904-798-0
]Search in Google Scholar
[
Robinson, J.P., DiMaggio, P., & Hargittai, E. (2003). New social survey perspectives on the digital divide, IT&Society, 1(5). Retrieved from: https://www.academia.edu/2802598/New_social_survey_perspectives_on_the_digital_divide
]Search in Google Scholar
[
Save the Children (2021). Our covid-19 response. Impact in 2020. Save the Children International. Retrieved from: https://resourcecentre.savethechildren.net/document/covids-educational-time-bomb-out-of-school-children-global-snapshot/
]Search in Google Scholar
[
Save the Children, (2014). La lampada di Aladino. Retrieved from: https://s3.savethechildren.it/public/files/uploads/pubblicazioni/la-lampada-di-aladino.pdf
]Search in Google Scholar
[
Save the Children, (2020). L’impatto del Coronavirus sulla povertà educativa. Retrieved from: https://s3.savethechildren.it/public/files/uploads/pubblicazioni/limpatto-del-coronavirus-sulla-poverta-educativa_0.pdf
]Search in Google Scholar
[
Stringher, C. (Ed.) (2021) Apprendere ad apprendere in prospettiva socio-culturale. Rappresentazioni dei docenti in sei paesi. Milano: Franco Angeli.
]Search in Google Scholar
[
Stringher, C., Brito Rivera, H. A., Patera S., Silva Silva, I., Castro Zubizarreta, A., Davis Leme, C., Torti, D., Huerta, M. C., & Scrocca, F. (2020): Learning to learn and assessment: complementary concepts or different worlds?, Educational research 63(1), 26-42.10.1080/00131881.2021.1871576
]Search in Google Scholar
[
The World Bank, UNESCO and UNICEF (2021). The State of the Global Education Crisis: A Path to Recovery. Washington D.C., Paris, New York
]Search in Google Scholar
[
UIS-UNESCO, (2020). Out-of-School Children and Youth. Retrieved from: http://uis.unesco.org/en/topic/out-school-children-and-youth
]Search in Google Scholar
[
UNICEF, (2020). Impact of COVID-19 on multidimensional child poverty. Retrieved from: https://data.unicef.org/wp-content/uploads/2020/09/Technical-Note-Save-the-Children-UNICEF-COVID-and-impact-on-multidimensional-child-poverty.pdf
]Search in Google Scholar
[
Van Dijk, J. (2020). The digital divide. Cambridge: Cambridge University Press
]Search in Google Scholar