Reimagining Education in Insular Territories: Pedagogical Innovation and Social Sustainability in the Aeolian Archipelago

This paper explores social innovation in island education, emphasizing how insular territories can transcend perceptions of disadvantage to become dynamic spaces for educational experimentation. Using the Italian Minor Island School Network (SIMI) as a case study, the research examines six schools across the Aeolian Islands — Alicudi, Filicudi, Stromboli, Panarea, Salina, and Lipari — that provide preschool, primary, and lower secondary education while navigating challenges of remoteness and limited resources. Island schools serve as unique environments for pedagogical innovation, integrating place-based education that connects learning with local culture and ecosystems. The study employs a qualitative approach, combining a literature review with stakeholder interviews, to analyze the interplay between schools, communities, and territories. The findings reveal how these institutions not only ensure educational continuity but also foster lifelong learning, resilience, and community cohesion in the face of depopulation. Drawing on theories of place-based education and educational resilience, the study argues that island schools exemplify adaptability and creativity. Their autonomy facilitates innovative policy implementation, positioning them as laboratories for educational reform and contributing to sustainable, inclusive learning environments that sustain insular communities’ identity and vitality.