DIDACTIC INNOVATION AND INCLUSION: THE ROLE OF EAS AND PSYCHO-EDUCATIONAL INTERVENTIONS IN RELATIONAL DISORDERS

In recent years, the focus on innovative teaching methodologies has highlighted the potential of Situated Learning Episodes (EAS) in promoting inclusive and participatory education. This study, conducted in a third-year class of a professional institute specializing in gastronomy, analyzed the effectiveness of EAS in improving group dynamics and active student participation, with particular attention to those with relational difficulties or Special Educational Needs (SEN). By comparing traditional lessons with EAS-based activities in Italian, gastronomy, and mathematics, data collected through structured observations, evaluation grids, and statistical analysis (ANOVA) revealed an increase in active participation, peer collaboration, and a reduction in performance anxiety among students with relational difficulties. The analysis confirmed that the EAS approach, structured into the phases of anticipation, epistemic activity, and restructuring, fosters a more inclusive learning environment, reducing the risk of exclusion and improving students' socio-emotional skills. The integration of cooperative strategies and authentic contexts has proven effective in promoting meaningful and lasting learning, suggesting the importance of adopting active methodologies in teaching to meet the needs of heterogeneous classes.