Orientation as an educational-formative lever: Vygotskij and the training of the generative student through the teacher's educational and planning action from a UDL inclusive perspective.

Abstract

Today, schools and universities must ensure that all students receive an education and training that fosters active citizenship (Commissione Europea, 2022; Tino, 2024). To achieve this goal, they must adopt a truly inclusive mindset that prevents inequalities and transforms them into growth opportunities for all (Marchisio, Curto, 2022). Starting from these assumptions, this paper explores the role of orientation as a generative function for the student (Mannese, 2019) and does so through Lev S. Vygotskij’s thoughts (1934/2012), enhancing his historical-cultural approach. This perspective offers a solid theoretical framework for rethinking inclusive teaching practices aimed at enhancing the generative potential of students through their guidance skills, enabling to impact their professional and personal futures through concrete and responsible actions. In particular, it finds a concrete application in the Universal Design for Learning (UDL) design model (CAST, 2024), which proposes the use of flexible didactics aimed at realizing the generative potential of students so that they can successfully self-orient themselves in their life project (Mangiatordi, 2021).