DYNAMIS n.8 - Computing Acceleration: Old School for New Jobs?

The world of work is in a constant evolution: some present jobs were simply unthinkable twenty years ago. The technological progress, the acceleration of computing, and the consequent social and civil changes directly impact the types of experiences, skills, and abilities that everyone must possess —particularly young people, who must transition from school to the workforce and society. On the other hand, recent educational italian reforms have aimed to connect the world of education with that of work in different ways and timeframes. This relationship should be realized not only in terms of professional preparation but also in terms of an education that integrates new modes of experience with skills and knowledge, placing new generations in a position to face society with confidence and competence. However, there is a discrepancy between an institutionalized and bureaucratically mediated change, such as that of the education system, and one that seems uncontrollable and unpredictable, such as that of the work, where a constant skill update is required. Sometimes it seems as if the school is desperately trying to catch something that it can never seize, continuously changing not only direction but also its very face.

This issue of Dynamis is dedicated to the complicated, real, and/or hoped-for relationship between two "worlds": that of education, on one hand, with its concerns, values, and procedures, and that of new skills, on the other, demanded by a society and a world of work that are constantly evolving, often in an uncertain and risky way.

Some specific questions may guide scholars in proposing their contributions, but they should be seen as orientative and not exclusive:

• Can the historically and humanistically oriented framework of our school curricula withstand the comparison with the emerging digital society of recent decades?
• Does it still make sense to base education paths and curricula on sectoral specialization, or would it perhaps be more sensible to focus on providing a range of multidisciplinary skills, which could later be applied in different potential job sectors?
• The IT sector has been on a constant rise for at least two decades, representing a rare constant that is expected to persist in the future. How is the school changing to prepare students for life in the world of digital revolution?
• The massive wave of A.I. in our world is already having unforeseen consequences on the job market; how should schools approach these "intelligent" technologies and the social scenarios they seem to prelude?

Deadline: July 15th, 2025