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Special Pedagogy and Educational Innovation

Fabiola Palmiero, Emma Saraiello, Giovanna Scala

Abstract

This study investigates the impact of incorporating collaborative learning and the Artsteps digital application into art education activities on the well-being and self-esteem of lower secondary school students. The sample of 150 students was divided into two groups: an experimental group involved in co-designing virtual exhibitions on the Olympics and the educational values of sport; and a control group engaged in traditional activities. A mixed- methods approach was adopted: quantitative, through administering the Student Subjective Well-Being Questionnaire (SSWQ) and the Rosenberg Self-Esteem Scale (RSES); and qualitative, through observation grids and interviews with teachers. The results revealed a notable enhancement in perceived well-being and self-esteem within the experimental group, particularly among students with psychomotor disabilities. The evidence indicates that the integration of structured collaboration and creative digital technologies can promote participation, motivation, socio-emotional development and inclusion, outlining a potential innovative model for arts education.

Keywords

Collaborative learning Digital teaching Well-being at school Self-esteem Art

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