Educational Innovation Digitalization in the Italian Education System: Return to Normalcy?

The digital evolution has profoundly transformed education in Italy, significantly influencing both the pedagogical, educational and organisational processes within schools. This potentially innovative phenomenon impacts the planning of activities by teachers as well as the learning processes adopted by students. However, challenges have arisen due to the rapid pace of technological advancement, which risks excluding those unable to keep up with these changes. Furthermore, the proliferation of Information and Communication Technologies (ICT) may foster digital addiction, with detrimental effects on emotional well-being and interpersonal relationships. The Covid-19 pandemic exacerbated these issues, highlighting pre-existing social inequalities and professional challenges, such as some teachers' lack of acquaintance with digital tools. With the return to face-to-face schooling, the need has emerged to reflect on the effective integration of the competencies acquired during the lockdown. Are ICT tools perceived as occasional aids or essential components? This question underscores the importance of continuous professional development and critical reflection on teaching professionalism in the digital age. This study examines the conditions for ICT use and the developmental perspectives of primary school teachers in Sardinia, providing an initial analysis based on a quantitative approach.