ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

This research conducted via the methodology of narrative analysis provides an initial assessment of the impact of Futura Italia, a project promoted by the Italian Ministry of Education, University and Research (MIUR), aiming to bridge the soft-skills ‘educational mismatch’ (EM) to cope with the evolution of the digitized society. EM is intended as the gap in soft-skills digital performance and competitiveness between the national education system and the Eu and Global standards. The teachers and students’ narratives, studied via the theories of storytelling in a constructivism framework evidence how the F. hackathon and modeling approach, founded on the Deweian principles of challenge-based learning activates a process of change behind a strong motivational drive. However, as many challenges have emerged through the research work, the research assessment indicates that a further solid research agenda is required, integrating the qualitative research with a quantitative survey.