A Testbed for Education: <scp>UFMs</scp> , Inclusion, and Perceptions in the Quintuple Helix Model

ABSTRACT This study analyses the perceptions of stakeholders involved in the educational inclusion of unaccompanied foreign minors (UFMs) in Northeast Italy, adopting the Quintuple Helix model (university, industry, government, civil society, and the environment). In a context undergoing digital, ecological, civic, and demographic transitions, the qualitative research (48 narrative interviews and nine focus groups) reconstructs perceived roles, forms of collaboration, and points of friction between sectors. The results reveal a fragmented structure: the helices often operate in silos, resulting in a weak systemic vision and poor valorisation of the resources and skills of UFMs, especially during critical transitions toward adulthood. The Quintuple Helix framework allows for the visibility of misalignments and convergences and the guidance of more integrated educational governance practices. Starting from the data, improvement actions are proposed: strengthening the dialogue between regulatory levels and local contexts; stabilising local networks through shared mapping, essential protocols, and intersectoral discussions; redesigning pathways with laboratory methodologies; strengthening interprofessional training for operators; building coordinated digital support between helixes; and promoting situated ecological learning (vegetable gardens, land management) as inclusive spaces.