This research examines the “Istituto A. Olivetti per l’Innovazione” in Turin as a significant case study in integrating inclusive education and technological innovation. Grounded in the Universal Design for Learning (UDL) framework, the educational model prioritizes small class sizes (max. 15 students) and instructional design tailored to diverse cognitive profiles.
The study adopts a mixed-methods approach involving a sample of 45 students, including those with certified Specific Learning Disorders (SLDs), Special Educational Needs (SEN), and those at risk of social withdrawal or school phobia. The primary objective is to evaluate the impact of a textbook-free, e-learning environment and Artificial Intelligence (AI) tools on student inclusion and engagement.
The methodology triangulates multiple data collection tools to ensure academic rigor:
1. Standardized testing: Using AMOS and QSA batteries to evaluate study strategies and SAS (School Anxiety Scale) to measure emotional impact;
2. Learning Analytics: Quantitative data extracted from the digital platform to monitor autonomous study patterns;
3. Qualitative analysis: Two focus groups with the teaching staff to assess pedagogical shifts.
As an ongoing research project currently in its first year, this paper presents preliminary findings regarding the effectiveness of AI-enhanced practices in preventing marginalization. The study contributes to the international debate on educational technology by providing empirical evidence of how digital ecosystems can foster epistemic curiosity and provide essential skills for future academic paths.

Authors:
Nicolò Finotello, Istituto A. Olivetti per l'Innovazione, Italy

About the Presenter(s)
Nicolò Finotello is the Educational Coordinator at Istituto A. Olivetti per l’Innovazione in Turin. He focuses on edu-tech and inclusive pedagogy, currently leading a project on AI integration and textbook-free learning to prevent school dropout.

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