A physical ecosystem able to connect different entities in the territory to generate well-being
The Artigianelli Institute has developed a new educational model referred to as the "ecosystem," which aims at providing students with the necessary skills for managing complexity and innovation in today's job market. The project will fund a new lab in the Food & Beverage sector that follows the bio-psycho-social model of sustainability. The model is designed to promote inclusion and diversity in education, aligning with pedagogical ideals and promoting well-being.
Regional
Italy
Trento, Provincia di Trento
Mainly urban
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organization, in partnership with other organisations
Name of the organisation(s): Istituto Pavoniano Artigianelli Type of organisation: Other public institution First name of representative: Francesca Last name of representative: Stoppa Gender: Female Nationality: Italy Function: Professors and coordinator of projects of innovation Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Piazza Fiera, 4 Town: Trento Postal code: 38122 Country: Italy Direct Tel:+39 0461 270244 E-mail:scuolagrafica@artigianelli.tn.it Website:https://artigianelli.tn.it/
The “Istituto Pavoniano Artigianelli per le Arti Grafiche” has recently developed an innovative pedagogical model supported by a conscious and shared design of spaces. The institute adopts a new educational model capable of responding to the needs of contemporary society: the “ecosystem”.
The development of learning-oriented ecosystems is necessary to involve a wider educational community in student training. Today, students need skills for managing complexity and require a plurality of spaces, experiences, approaches, and processes that can no longer be guaranteed by a single institution, but that can be found in a network of subjects - entities, companies, institutions - that interweave their respective skills and resources while respecting their identities.
A new educational chain is therefore born, capable of providing students with the skills to manage the changes and innovations of the job world that puts at the center:
the acquisition of soft skills oriented to complex problem solving;
the acquisition of skills related to communication and information technologies.
In addition, efforts are also made to promote inclusion and diversity in education, creating learning environments that align with pedagogical ideals, foster well-being and support teaching methods.
The project aims to fund a new Food&Well-being Lab for secondary, tertiary, and continuing education, as well as for the development and support of entrepreneurship in the Food & Beverage sector based on the "Officine" model. The model is the result of a research design and experimentation between Artigianelli and the Bruno Kessler Foundation (FBK) which allows students to be trained in a specific sector while also training the entrepreneurs of that sector, supporting the development and innovation of entrepreneurial realities, and promoting the birth of new businesses. The model supports the well-being of the community and promotes achievement of the UN's 17 sustainable development goals.
ecosystem
shared-spaces
well-being
innovation
design-thinking
With the development of the new “Food&Well-being Lab,” we aim to train students (14-18 years old) who want to enter this specific sector and train business owners who already provide this type of service to improve the quality of service offered. The project will accompany entrepreneurs who want to implement this service within their own reality and support the development of new entrepreneurial realities.
The lab follows the bio-psycho-social model of sustainability for the promotion of people’s well-being, which is characterized by the following components:
Environmental sustainability: refers to the responsibility in the use of resources;
1. Economic sustainability: refers to the ability of generating income and equal work for everyone;
2. Social sustainability: refers to safety, health and relationships between people.
To achieve these objectives, the project will implement strategies and actions, including:
Providing training and support to entrepreneurs in the Food & Beverage sector to promote the development and innovation of entrepreneurial realities.
Encouraging the use of sustainable practices and materials in the construction of the new laboratory, such as energy-efficient lighting and heating systems, and using environmentally friendly building materials.
Focusing on the development and promotion of healthy and sustainable food options, in line with the provincial health development plan and the sustainable development goals of the UN.
Providing education and training on sustainable practices and behaviors to students, entrepreneurs, and the wider community to increase awareness and understanding of the importance of sustainability.
Promoting the well-being of the territorial community through the use of positive psychology and other well-being interventions, and encouraging the use of these practices in the local community.
The value of beauty as a pedagogical expression and educational choice has been confirmed. The quality of the environment has a concrete impact on students' learning. The connotation given to space depends on factors such as light, temperature, proportions, acoustics, and the choice of materials, and it has a concrete effect on the well-being of those who inhabit these spaces and, as a result, on the sense of belonging, self-esteem, and the inclination to learn.
The design and aesthetics of educational spaces impact the students' learning experiences and outcomes. An aesthetically pleasing classroom can promote a sense of well-being and belonging among students, which in turn can enhance their self-esteem and motivation to learn. This highlights the importance of considering the design and aesthetics of educational spaces when planning and building new facilities. Additionally, it is important to note that this not only applies to classrooms, but to all educational spaces, such as libraries, labs, and common areas.
Educating beauty means teaching how to grasp something different from ourselves that enriches us. It means being educated to listen, pay attention, and observe; it implies involving young people in improving their critical spirit, and desire to protect, preserve, and imitate what they consider beautiful. Therefore, it is about teaching how to find the positive qualities in our everyday life.
Aesthetic choices play an indispensable role in this project. Colors, natural materials, proportions, lighting, design elements contribute to creating an environment that conveys a strong sense of welcoming. Acoustic well-being is ensured by the wall covered with sound-absorbing wood panels. Also integrated into the project are some elements, such as movable type drawers, that recall the connections with the typographic origins of the school.
The Artigianelli Institute has developed an integrated model for training, research, innovation, and development. The transformation led to the definition of a mature model that can also be exported to other training experiences, especially for secondary schools.
From a system focused on the subject we move to a system based on the module, that is, a training unit that provides the development of specific competencies.
We transitioned from a subject-based system to a module-based system where training units are used to develop specific competencies. The children are divided into variable groups based on the skills and their potential for learning at a given time. The modular approach to teaching combined with the overcoming of the class as a reference group allows for the personalization of the student's learning and is oriented towards experiencing the student's success in training. The possibility for each student to have a personalized path aims to valorize difference and allows for real inclusion of students with special educational needs.
The students (and, more generally, the people who interact with the system) are guided in a gradual process of interpretation and solution-finding that allows them to move in complexity, actively seize the opportunities it offers, and put into practice concrete actions of change and innovation that can lead to an increase in personal and collective well-being. This allows each student to mature as a more aware actor within the social and economic relationships in which they are and will be operating, and to their inevitable alienation; at the same time, it favors highly dynamic and competitive economic activities, but attentive to inclusion and diversity.
Specifically, in the customized processes, students with Special Educational Needs and those with dropout risks use the Food&Well-being Lab as a classroom where they work on soft-skills and self-esteem affirmation.
The OECD study "The Nature of Learning: Using Research to Inspire Practice" highlights the need to consider learning as a social process and to take into account non-cognitive aspects. It is also noted that one of the perspectives from which to analyze educational spaces is their relationship with the local context and the institutions.
The ArtCafè space and the adjacent Food & Well-being Lab space function as a true educational laboratory, but they are also the social hub of the Institute, open to the city and to all entities operating in the ecosystem. In this space, people with different expertise from the two founding entities and the business sector (young professionals, tertiary education students, secondary education students, researchers, and entrepreneurs) share their Know-How to manage educational or innovation processes. These professionals integrate with different professional contributions based on the problem to be solved or the sector to be innovated.
There is a contamination between the worlds of research, education, and business inside the spaces. This makes it easier to transfer research know-how to the business world and involves professionals in a continuous development process. This process also brings significant benefits even when the project clients are public and/or social entities. This particular approach inspired by design methodologies, specifically the design thinking, values all the human resources present who contribute, with their own skills, to solve problems. This approach benefits everyone, from the youngest to the most experienced, even those with special educational needs, by empowering them as individuals, workers, and citizens. The experiences of the last years have brought significant benefits to the growth process of children with neurodiversity, even severe cognitive, emotional, and relational challenges. Their presence has also made a significant contribution to the identification of new and effective solutions.
The project supports the development of a provincial and extra-provincial system plan in collaboration with public and private entities, including the SCF network, through the Artigianelli Institute. The main partners with formal agreements are:
The Bruno Kessler Foundation's main goals include research, innovation and transfer of knowledge, also as a contribution to the growth of the Trentino community and economy.
FBK will be responsible for:
Identifying suitable entrepreneurs;
Training F&B entrepreneurs on well-being and healthy lifestyle;
Monitoring and evaluating training;
Conducting research and publishing results;
Assessing training impact;
Integrating project into "TreC Mamma" app.
The Stimmatini Verona Training Services Center, will:
Assist the Institute in developing the lab;
Identify equipment suppliers;
Provide support for personnel training through job shadowing;
Facilitate professional training activities;
Use the lab for its own student training and teachers.
The Brao Caffè agreement requires the firm to train the Institute's staff for free, provide necessary cafeteria equipment and raw materials at a discounted price, identify companies needing training and collaborate with the Institute in training and creating a network of Food & Beverage entrepreneurs interested in the project.
TrentinoSalute 4.0 is a partner of the project. As the promoter of projects managed with FBK, the inclusion of this project within the "1000 days of life" initiatives and the promotion of healthy lifestyles by TrentinoSalute 4.0 ensures future development for the laboratory beyond the boundaries of the school, becoming a reference point for systemic initiatives at the provincial and national level.
SCF has funded the equipment for the Lab with the aim of bettering the professional skills of students. The initiative wants to support associated partners in the development of professionalizing labs that meet market needs in the specific sector.
The project follows a shared design process involving different school and non-school figures. This process is familiar within the school as it is similar to design thinking, a teaching methodology already adopted by the Artigianelli Institute for solving complex problems that is based on sharing knowledge and contamination between different points of view. The direction, teachers, students, administrative staff, just to name a few, have questioned the identity of the institute together and imagined how to give it form. This approach aligns with the value of an interdisciplinary team, which brings together experts from different fields and backgrounds to work towards a common goal. With its diverse set of skills and expertise, an interdisciplinary team can tackle complex problems, promote cross-functional collaboration, and lead to innovative solutions and better outcomes.
In the new Food & Well-being Lab, students collaborate on a daily basis with the interdisciplinary team and the educational staff. They are surrounded by expertise in fields such as education, pedagogy, design, architecture, psychology, marketing and economy. In the project, students benefit from the added value of teachers that can improve their formal educational knowledge, hands-on experience, and exposure to different teaching methods and techniques. By observing and learning from experienced professionals and educators, they develop pedagogical skills. The interior design of the ArtCafè includes classroom tables that have been repurposed and redesigned entirely by students. This aims to challenge them into developing critical design and architectural knowledge.
The ArtCafè is not only a communal space where students meet with teachers and staff, but it is a fully functioning cafeteria. Young students develop skills in the field of marketing and economy by having to handle payments, stoking of raw materials and also promotional material to encourage consumers to try different products.
In the current setup of secondary education, a deterministic and linear approach links the professional profile and the educational path that prepares for it. This implies a standardization of school paths. Students find themselves facing an educational structure that does not enhance their potential and sometimes leads to frustration or abandonment. This is particularly highlighted by two categories of students: highly talented students and students with neurodiversity, who are still considered anomalies despite the identification of elements useful for ensuring them a fruitful path. To address these issues, Artigianelli's school structures provide a modular setup with the overcoming of the division of students into classes, and the adoption of problem-solving strategies based on design methodologies, with still partial but promising results.
The main values of the Institute are transcendence, difference, freedom of learning, responsibility, and the group. These are the roots that fuel our educational and training projects and inspire our students to dream and build their own human and professional life project.
Transcendence: helps us discover that personal fulfillment is linked to the ability to look beyond ourselves;
Difference: allows us to recognize and value uniqueness, our own and others', as a fundamental element for understanding complexity;
Freedom of learning: enables us to express and value our ideas and creativity within motivating personalized paths;
Responsibility: makes us aware of the influence of our actions on personal life, others, and the community;
Group: highlights how the group has more potential than the individual in generating ideas and adapting to contexts.
The Lab is a hub for innovation which collaborates with the Institute and shares the core values. The project offers a unique and innovative environment, through inclusivity, sustainability and aesthetic. Therefore, the Lab becomes a fundamental part of the Ecosystem.
The innovation labs managed with the "Officine" model are directly run by FBK and the Artigianelli Institute and are designed as "nodes" where the competencies of the two entities are integrated to generate training, innovation, and development.
The physical dimension: The "Officina" labs are a physical place designed to promote interaction, complex problem-solving, and creativity. These physical locations are located within the Artigianelli ecosystem, within the Bruno Kessler Foundation and within other realities connected to the two entities.
The relational dimension: within the lab there are people with different skills from the two founding organizations and the entrepreneurial framework. These professionals complement each other with different professional contributions based on the problem to be solved or the sector to be innovated.
The professional dimension: Within the innovation labs, the teams are engaged in solving applied research problems related to product or process innovation for companies in the sector.
The methodological dimension: Within the labs, the proposed problems are approached using design methodologies inspired by "Design Thinking" in work groups composed of people of different ages and with different competencies.
The training dimension: the teams of researchers, professionals, and students work together using a shared design methodology. The process becomes a training opportunity for younger people who learn highly specialized skills and acquire cognitive, emotional, and relational soft skills.
The entrepreneurship dimension: the labs always work on projects that involve the local business and social realities making it easier to transfer research know-how.
The inclusive dimension: all individuals are valorized. Even people with special educational needs are therefore valued for their skills, gaining dignity as people, workers, and citizens.
The project uses design thinking methodologies that are characterized by a human-centered approach. In order to do so, students are placed at the core of the initiative and they are actively involved in decision making processes and activities.
Design thinking is a problem-solving approach that is centered around understanding the needs and perspectives of users. It is often used in the design of spaces and products, and involves a non-linear interpretation of the problem, looking at the broader context and utilizing a multidisciplinary team to analyze the problem. The approach which is rather collaborative, takes into account different levels of subjectivity and democratically empowers people involved. The method reflects a systematic, non-linear, holistic approach which is based on the theory of complexity and on a rational reading of reality.
The Artigianelli Institute calls this approach C-School, which is based on a collaborative process to generate ideas, evaluate solutions and foster transformation. The multidisciplinary and design thinking methodologies are central to the project whose goal is to create an open and inclusive environment, where everyone's ideas and perspectives are valued. The relationship between the target and the designer is not alone in the innovative process. In fact, by implementing this approach, a network of subjects is established which creates value for the entire “Ecosystem.”
Among the design thinking and interdisciplinary methodologies, the project incorporates mindfulness and positive psychology to promote contextual therapies. The value of care consists in developing an identity that promotes people’s empowerment, starting from the understanding of a need. The network is characterized by an elevated social capital that values sociality, psychology, specific intervention and normalization. Physical spaces, with a well defined identity and trained staff, build therapeutic environments.
The framework that the project follows, in order to support innovation and development in the Food & Beverage sector in Trentino, is the provincial development plan for promoting healthy lifestyles and the 17 UN goals for the 2030 agenda. The model of the innovation labs in the Officina project is characterized by:
the search for specific solutions to support innovation and the development of a sector using a complex problem-solving methodology that involves the participation of different figures (students, professionals, researchers) in a work team.
the focus, in the search for solutions, on the development of provincial guidelines in the wellness and health sector and the promotion of the 17 goals identified by the UN for the 2030 agenda.
The teams involved in the project will be tasked with finding solutions that contribute to promoting the following goals.
Goal 2: "End hunger, achieve food security, improve nutrition, and promote sustainable agriculture"
Goal 3: "Ensure healthy lives and promote well-being for all at all ages."
Goal 4: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."
Goal 8: "Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all."
Goal 10: "Reduce Inequalities within and among Countries"
The integrated model for research, education, innovation and development devised and experienced at the Artigianelli Institute in cooperation with the local University and a number of partners has proved to be successful. The model, which draws on systems thinking and complexity theory, sets out to build a new educational system in which learning takes place within an ecosystem and the dualism of school/business, education/innovation, learning/development are transcended. The implementation of the model has proven effective, in both educational and managerial terms. The elimination of the division of knowledge into subjects and students into age-determined classes is key to this innovation which opens the way to new teaching methods capable of promoting active – professional and political – participation and better valorizing the different potentials of every student. The diversity of the studentsĕ capacities and interests thus effectively becomes a value, an outcome which harmonizes with EU educational policies for our knowledge-based society, which see strength in diversity.
The model “Officine”, implemented by the Artigianelli Institute in collaboration with The Bruno Kessler Foundation is currently working on two projects aiming to impact the community. Together with the Azienda Provinciale per i Servizi Sanitari (APSS), the project “primi 1000 giorni di vita” resulted in the design of the new TreC Mamma app. The success of this initial project has motivated the development of the new laboratory that will be transformed into a therapeutic space for the local community.
