ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION

Editor-in-Chief
Silvio Scanagatta
Barbara Segatto

Executive Committee
Ursula Apitzsch, Jean-Louis Derouet, Luisa Ribolzi, Alison Taysum, Carlos Alberto Torres, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Anna Dal Ben

ISSN 2035-4983 - Padova University Press

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VOL. 14, NO. 3 (October, 2022)
The impact of digital on research, socialization, and communication processes

Guest editors: Felice Addeo, Sergio Mauceri and Gabriella Punziano

Special section

Felice Addeo, Sergio Mauceri, Gabriella Punziano

The Impact of Digital on Research, Socialisation, and Communication Processes

Antonio Fasanella, Maria Paola Faggiano

Italian Secondary School Students and the Distance Learning Experience: From Current Critical Issues to Future Opportunities, Reflecting on VR

Maria Paola Faggiano, Sergio Mauceri

Italian University Students facing Distance Learning: the Results of a Panel Web Survey

Alessandra Decataldo, Brunella Fiore

Digital-Insecurity and Overload: the Role of Technostress in Lecturers’ Work-Family Balance

Kwan Meng Lee, Yaprak Pınar

Mentoring and Digital Learning to Enhance the Impact of Social Sciences

Mette Rudvin, Edoardo Di Gennaro, Roberta Teresa Di Rosa

Training Language Mediators and Interpreters through Embodied Cognition, Immersive Learning and Virtual Reality: Didactic, Organizational and Cost Benefits

Angela Delli Paoli, Giuseppe Masullo

The Desexualization of Society. A Digital Ethnography on the Asexual Community

Maria Carmela Catone, Fiorenzo Parziale

Digital Practices, Communicative Codes and Social Inequalities: a Case Study During the Pandemic in Italy

Ciro Clemente De Falco, Gabriella Punziano, Domenico Trezza

The Vaccine Is Now Here. The State-Regions Governance Between Converging Plans and Diverging Digital Communication

Maria Dentale

Usefulness of Digital Methods in Evaluating School Work Alternance Projects: How Actors and Contexts Under Observation Can Interconnect

Articles

Andrea Parma

Who Choose Private Schools in a Free Choice Institutional Setting? Evidence from Milan