Sostenere la transizione scuola-università. Un’analisi delle pratiche di orientamento a partire da una revisione sistematica della letteratura pedagogica

Abstract

The school-university transition is a significant moment in the self-formation building process of students, as it develops complex learning and reconfiguration dynamics that can affect the various dimensions of personal identity. Hence, the implementation of strategies of guidance is needed: these enable students to deal autonomously with the difficulties arising from this change, to identify the related opportunities and to build a satisfactory experience that leads to the construction of a possible future. In this framework, the article proposes a narrative synthesis of the results of a systematic review of the national and international pedagogical literature with the aim of illustrating the different types of guidance intervention (informative, formative, counselling and immersive) and, for each of them, some practices supported by educational research and based on actively listening to students voices.