Italian schools today face profound transformations, linked not only to the development of digital technologies but also to the social and cultural changes affecting the educational system. In this context, the national exploratory survey “The school between present and future: focus on training needs” was conducted by the Themis Research Center together with the APS Program the Future. The research involved a representative sample of over 700 school principals and ATA staff, aiming to understand the main challenges schools face in the era of artificial intelligence and which skills will be necessary in the coming years.
A SURVEY ON SCHOOL PRINCIPALS AND ATA STAFF
The study analyzed responses from 321 school principals and their collaborators and 395 members of the ATA staff – administrative, technical, and auxiliary – belonging to various levels of the school system. Data were collected through a structured questionnaire developed based on evidence from a series of preliminary semi-structured interviews.
The survey’s objective was to identify the main training needs and the skills considered most relevant to face the school challenges in the short term, particularly within the next two years.
TRAINING AS A STRATEGIC LEVER FOR THE SCHOOL SYSTEM
The results clearly show that training and professional development represent a central element for the entire school system. Among principals and collaborators, training is perceived as a strategic lever to address the transformations of contemporary schools.
The attention of ATA staff is even more marked: 92.6% of respondents attribute great importance to professional training, considering it an essential factor to effectively perform their role in an increasingly complex organizational context.
THE CHALLENGES OF THE SCHOOL
The analysis of school principals’ responses shows that priorities are not exclusively technological. Among the most relevant challenges, inclusion and sustainability stand out, registering the highest average among those analyzed (3.75 on a scale from 1 to 4).
Following are strengthening the relationship between school and family and staff training. These data highlight how the evolution of the educational system is perceived primarily as a process concerning relationships, organization, and school culture, rather than merely updating technological tools.
ARTIFICIAL INTELLIGENCE AND DIGITAL: STRATEGIC BUT NOT PRIORITY
Digital technology and artificial intelligence remain areas of great interest. Indeed, 82% of the sample considers specific training on these topics useful. However, in the hierarchy of priorities, these skills are less urgent compared to other factors related to the relational and organizational dimension of the school.
Among the skills considered most important to face current challenges, relational skills emerge foremost, with an average of 3.77. Following are decision-making abilities and institutional communication, elements deemed fundamental to managing complex and ever-evolving educational contexts.
THE VALUE OF HUMAN SKILLS
According to Isabella Corradini, social psychologist and scientific director of the Themis Research Center, the survey results highlight a fundamental aspect: “In a context where artificial intelligence and algorithms advance, human skills remain central and can make the difference in governing innovation.”
The research thus suggests that the real challenge is not simply introducing new technologies, but developing relational, decision-making, and organizational capacities capable of guiding change.
THE DIGITAL TRAINING NEED OF ATA STAFF
For ATA staff, the digital theme still plays an important role, especially regarding the use of IT platforms and data protection. These are areas requiring continuous updating, given the increasing digitalization of administrative and management procedures in schools.
On this point, Enrico Nardelli, professor of computer science at the University of Rome “Tor Vergata” and coordinator of the Program the Future project, comments: “I am pleased that attention to data protection and ease of use of digital platforms emerges, a sign that staff, far from rejecting digital transformation, embrace it with full awareness of its critical points.”
THE GAP BETWEEN TRAINING NEEDS AND AVAILABLE OFFER
However, among ATA staff, a strong gap emerges between the value attributed to training and satisfaction with the training offer received. Indeed, 62.5% of respondents consider the training received inadequate, while over half report little involvement in analyzing their training needs.
This data highlights the need to rethink how professional development paths are designed and organized.
TOWARDS NEW MODELS OF TRAINING GOVERNANCE
The survey results therefore indicate the need to rethink models of school training governance. According to researchers, it is necessary to focus on more participatory design and training paths built based on the real needs of the different school components.
Overall, the evolution of the school is interpreted more as a relational and cultural transformation than a purely technological one, confirming the role of the school institution as an agent of social change (average 3.64 on a scale from 1 to 4).
THE SCHOOL AS A DRIVER OF SOCIAL CHANGE
In a school increasingly crossed by digital innovation and artificial intelligence, the main challenge remains that of relationships, inclusion, and staff training. The transformation of the school concerns not only tools and platforms but above all the ability of people to collaborate, learn, and lead change.
The dissemination of the survey was also supported by ANP Rome, Axios Italy, and Fondazione Pensiero Solido. The most significant data will be presented on Wednesday, March 11 at 3:00 PM during Didacta Italy in Florence, at the Axios stand.
A RESEARCH THAT CONTINUES
The analysis work will continue in the coming months. As the research team explains, supported by the methodologist of the Themis Research Center Giuseppe Caliccia, the goal is to further expand the study by involving other actors in the educational system.
The intention is to deepen the ongoing transformations and contribute to building a school increasingly capable of facing future social, cultural, and technological challenges.
