Fostering Inclusive Learning Cultures through Successful Educational Actions (SEAs): Evidence-Based Practices in Formal and Non-Formal Settings in Sicily

This paper explores how inclusive and democratic learning cultures can be cultivated through the implementation of Successful Educational Actions (SEAs) in both formal and non-formal settings. Grounded in general and social pedagogy, drawing on Flecha’s dialogic educational principles (2000) and rooted in the legacy of Freire’s critical pedagogy, the contribution examines SEAs as evidence-based, transformative practices capable of reshap-ing educational environments, enhancing the professional development of teachers and educators, and promoting equity and participation. After presenting the theoretical foundations, the paper discusses key findings from international literature and empirical data. Particular attention is devoted to Sicilian implementations within the European REFUGE-ED project, highlighting the impact on school climate, student performance, and family and community engagement in multicultural contexts. Bridging theory and practice, the paper argues that SEAs are powerful tools for rethinking the culture of education, improving academic achievement and transforming professional roles, spatial design, and dialogic relationships.

Questo articolo indaga come promuovere culture educative inclusive e democratiche attraverso l’implementazione delle Azioni Educative di Successo (SEAs) in contesti formali e non formali. Basato sulla pedagogia generale e so-ciale, ispirato ai principi educativi dialogici di Flecha (2000) e alla pedagogia critica di Freire, il contributo analizza le SEAs come pratiche trasformative basate su evidenze, capaci di migliorare gli ambienti educativi, sostenere lo sviluppo professionale di insegnanti ed educatori e favorire equità e partecipazione. Dopo aver delineato il quadro teorico, l’articolo presenta risultati tratti dalla letteratura internazionale e da dati empirici, con un focus sulle implementazioni in Sicilia nel progetto europeo REFUGE-ED. I risultati mostrano effetti positivi sul clima scolastico, sugli apprendimenti e sul coinvolgimento di famiglie e comunità nei contesti multiculturali. Mettendo in relazione teoria e pratica, l’articolo evidenzia come le SEAs possano rinnovare la cultura educativa, potenziare gli apprendimenti e trasformare ruoli professionali, spazi e relazioni dialogiche