Curricula

Curriculum A) Sciences and cultures of Communication

The Curriculum of Sciences and cultures of Communication articulates, around the original pivot consisting of computational analyses, with original NLP software and application languages, and experimental psycholinguistics research, a flexible and articulated network of skills and knowledge that are both theoretical and methodological, hermeneutic and analytical. Not only applicative and inherent to multi- and trans-disciplinary fields and objects, these knowledge practices are today— in the transformations of the forms of production and circulation of documents that emerged with COVID-19 and at the heart of global political agendas such as NextGenerationEU—capable of to grasp and exploit the transformations introduced by Digital Humanities and Big Data, thanks also to openly interdisciplinary and theoretical approaches such as studies of contemporary aesthetics and visual culture, to studies of digital ethnography—attentive to participatory productions of social habits and networks values—, to qualitative, quantitative and mixed sociological methodologies, and to comparative perspectives, such as comparative law of information, communication and Copyright.

1. Analysis and testing of languages and environments for the development of NLP tools and applications; trans-disciplinary methodological synergies for the development of hybrid systems of Big Data analysis and visualization in the contemporary society of knowledge and communication, including public and institutional, cultural, commodity and
2. Basic theoretical and experimental research on cognitive processes and on the understanding and production of language; linguistic, psycholinguistic and neuro-imaging analysis based on oral and written stimuli (in collaboration with the neuroradiology group of UNISA).
3. Contemporary aesthetics of communication and media, analog and digital environments; theoretical, methodological and field research for the production of documentaries, interviews, participatory and therapeutic filmmaking (Audiovisual Storytelling Laboratory— LABSAV/DSPC-POLICOM in collaboration with the "Scuola Medica Salernitana" Department of Medicine and the Videotherapy and Therapeutic Filmmaking Clinic for Autistic Spectrum Disorders—DIPMED-UNISA and AOU San Giovanni di Dio and Ruggi d'Aragona of Salerno).
4. Digital Humanities: research theories and methodologies and trans-disciplinary applications; Big Data, Data Mining and info-design; ethnographies and digital cultural geographies and Digital Capital.
5. History, theories and methodologies of contemporary visual culture, with a critical and interdisciplinary approach to images, languages, media environments, vision devices and performative and embobied practices of material and immaterial production and consumption; Everyday Aesthetics (subjects, genres, objects, devices and media, institutions and spaces).
6. Artisticity and artificiality, creativity and communication of young people, informal practices and participatory cultures (Observatory Communication and Participation of Youth Cultures—OCPG).
7. Comparative law, information and communication; Communication Law; Advertising Law; Copyright and

Employment and professional opportunities

Companies and institutions specialized in the management of semantic content, NPL, Big Data, and in DH. Researchers and professionals and in centers and institutes of excellence, scientific and academic research, public and private, as well as in institutional communication structures and networks, mainly digital. Professionals in service companies and editorial, design and production of communication and storytelling, traditional, digital and transmedia, as well as formats and contents, highly transversal and innovative for environments and themes, devices and channels.

Curriculum B) Theories and History of Institutions and government

The Curriculum of History and Theory of Institutions and Government is structured and articulated around research and analysis methodologies traditionally similar and, today, engaged in profound epistemic, categorical and thematic renewals, such as the history and theory of institutional formation processes modern and contemporary politics and law, as well as the construction of the state-form and its transformations, governance techniques, the Hard Power and Soft Power apparatuses, international relations and conflicts, now redefined in the post-Covid-19 geopolitical agendas and in the 2030 Sustainable Development Goals-SDGs. Particular emphasis is given to the critical perspectives on new political subjectivities and on key words of modernity and contemporaneity, such as secularism, religious freedom and the public sphere, political and legal secularization, multiculturalism, humanitarianism and rights human, biopolitics and extra-human nature.

1. Historical and theoretical analysis of the formation processes of modern and contemporary political institutions, of the form-state and its transformations, of Hard Power and Soft Theory and history of international relations and conflicts, of war, of hostility figures. Theory, history and critical perspectives on human rights, cosmopolitanism and humanitarianism.
2. Political rationality and techniques of government, with particular attention to the theory and history of Establishment and transformation of the relationship between public and private space. Transformation and crisis of representative democracy, emergence of new political subjects. Forms of populism, social democracy, movements, biopolitics and life management.
3. Theory and history of legal institutions, public law and private Secularism, public space, multiculturalism, religious freedom and the public sphere, analysis of political and legal secularization processes.
4. Theoretical and epistemological research on the relationships between human nature, forms of life and political institutions; on the relationship between extra-human natures.
5. History and theory of welfare institutions and Webfare. Poverty and processes of social History and tradition of sociological thought and contemporary social theories applied to the processes of change.
6. Theoretical study and empirical research on social change, on processes and situations of social and territorial inequality and on cohesion policies, at national and international level, also in a comparative historical
7. Analysis of political texts concerning the integration of the young Latin American republics that arose from the decolonization processes of the 19th century: culture, institution and politics.

Employment and professional opportunities

Public and private research. Professionals and researchers in research and academic institutes, in centers of excellence and methodological, theoretical and thematic innovation, in EU bodies, in institutional archiving and historical documentation structures and in digital networks. Publishing.

Curriculum C) Methodology of Educational Research

The curriculum Methodology of Educational Research aims to ensure the necessary skills to perform research both in the theoretical-methodological and empirical-experimental fields and to promote the development of innovative application practices by systematically cooperating with national and international research groups. The areas of specialization respond to the growing needs of research to develop complex interpretations of socio-cultural and educational systems, to deepen conceptual, theoretical and methodological models, to design and evaluate technologies, educational techniques and interventions in the training field, to encourage the development of the methodological skills necessary for didactic and docimological research.

1. Epistemological status of pedagogy and lines of intersection with the human sciences. Theories and methods of pedagogical Historical-comparative analysis of the different paidetic contexts (scholastic and meta-scholastic). Historical-narrative lines of pedagogical research. Emerging paradigms of educational research.
2. Pedagogy as a reflective system (open and complex) around the educational as well as constantly recognizable in human existential-evolutionary-training contexts, which can be investigated through the multiple (and always interconnected) scientific paradigms. The subject of privileged investigation are the issues of Communication, Relationship, Care, considered transversal (implicit / explicit) in every research project, because they are the foundation of the educational and, at the same time, the
3. Research, theoretical and empirical-experimental and qualitative grounded on the processes of co-construction of identity (personal, family, social, professional, mainly in the socio- educational, health, pedagogical professions) and pedagogical
4. Educational and training phenomena: qualitative, quantitative and experimental approaches in different formal, non-formal and informal learning contexts.
5. Theories, methodologies and survey tools for product (learning), process (teaching) and system (quality) evaluation in education and
6. Theories, methodologies and tools for surveying and researching specific docimological aspects relating to the functions of evaluation and the validity / reliability / effectiveness of the measurement
7. The impact of teaching methodologies, Media Education (education to / with / the media), Education Technology, the effectiveness of virtual learning environments and evaluation in e-learning (e-assessment).

Employment and professional opportunities

Access prominent roles in the workplace and educational methodologies and docimological analysis, in various sectoral areas: universities, research organizations and national and international training, public administrations and businesses.

Curriculum D) Didactics, Special Pedagogy and Technology for Inclusive Education

The curriculum in Didactics, Special Pedagogy and Technology for Inclusive Education, based on the recognition of the complex nature of Special Pedagogy and General and Inclusive Didactics, intends to promote its study through inter- and transdisciplinary approaches in order to favor inclusion in formal educational contexts, non-formal and informal. The curricular path also provides for the acquisition of specific skills relating to the use of educational technologies for inclusion, focusing attention on the issue of differences with a view to individualization and personalization of training and educational processes. More specifically, the curriculum is divided into modules/strands of study and/or educational following:

1. Definition of the study objects and epistemologies of Special Pedagogy and General and Inclusive Design, implementation and evaluation of research designs. Quantitative, qualitative and mixed research methods. Ethical aspects of educational research.
2. Theories, models and practices of Special Pedagogy and General and Inclusive Didactics. Study of educational processes and teaching-learning dynamics in an inclusive perspective. Study of inter- and transdisciplinary approaches aimed at identifying and implementing best practices in educational and training contexts.
3. International policies for the development of quality, equitable and inclusive educational Analysis of the educational policies that have characterized and characterize the inclusion of all those who are at risk of exclusion globally; focus on inclusion as a central and priority issue of the strategies identified in the political agendas (post Covid-19, Horizon Europe 2021-2027, Sustainable Development Goals 2030-SDGs, NextGenerationEU, OECD Learning Compass etc.).
4. Inclusion and life Study of the constructs of difference, diversity and special educational needs through reference interpretative models. Study of the cultural barriers that hinder inclusive processes. Theories and approaches aimed at promoting self- determination, empowerment, well-being and quality of life for the realization of a life project.
5. Knowledge and education technologies for the autonomous production of inclusive digital content through new media. Design and/or use of software to promote inclusion (Digital Storytelling, Digital Tales, Serious Games, Learning Objects, formatting for high readability). Identification of hardware and software developed in inter- and transdisciplinary areas and transposition into educational contexts with the aim of promoting full participation and quality, equitable and inclusive
6. Design for inclusive teaching in hybrid learning environments, accessible, flexible and oriented to the enhancement of individual differences. Identification of approaches and design models for inclusive education with a specific focus on the use of technologies (for example, Universal Design for Learning).

Employment and professional opportunities

Research activity in the academic field. Scholars and professionals in research institutes which deal with Training, Evaluation and Educational Research (INDIRE and INVALSI) as well as CNR institutes that deal with educational technologies for inclusion; in local companies for research, design and planning of training actions and surveys within the scope of the doctoral course; in the context of educational institutions and in support of initiatives of networks of schools and/or territorial centers in the subjects of the doctoral course; in local subjects operating in scientific dissemination for the design of learning environments centered on face-to-face and digital interaction. Production of media content in the field of digital publishing (with specific reference to the production of digital content for school texts adhering to the standards required by law No. 221 of 2012); in the field of videogames producing software houses (with specific reference to the design of edugames and seriousgames); in the field of museum education (with specific reference to digitization and accessibility of the artistic and cultural heritage).

Curriculum E) Cultural Psychology of Education, Clinical Psychology, Physical Activity and Sport Sciences

The PhD Curriculum in Cultural Psychology of Education, Clinical Psychology, Physical Activity and Sport Sciences offers international training and prepares students for an academic career within its reference fields. The PhD Curriculum not only provides high-profile knowledge in the research fields of doctoral projects, but pays special attention to those essential skills for an international academic career such as the ability to create partnership networks (Networking) and to publish results, according to rigorous scientific criteria (top standard Publishing).

Students are carefully supervised in the choice of academic path both in a European (European Research Council—ERC Scheme) and extra-European context in order to guarantee the maximum possible degree of development of their research ideas.

In doing so, students will be able to make a significant contribution to the development of scientific knowledge in their field of interest. The PhD Curriculum is divided into the following lines of research (1, 2, 3, 4) and scientific activities (n. 5, 6):

1. The research line in Cultural Psychology of Education examines how the educational experience is culturally organized. This line of research emerges from Cultural Psychology and aims to understand the relationships between developing people and educational contexts and to provide new qualitative theories and methodologies for the study of these Cultural Psychology of Education investigates how human experience is culturally guided through semiotic mediation, symbolic action and the exchange of intersubjectively shared representations of living spaces. This line of research challenges the "ontological" conceptualization of education and promotes an idea of education as a liminal experience.
2. The line of research in Clinical Psychology refers to principles, methods and procedures for understanding, predicting and alleviating emotional, biological and social distress and conduct Particular attention will be given to the strategic approach and the acquisition of "clinical strategies for solving the problem", also offering integrated and multidimensional clinical models capable of intervening on specific needs at an individual, group and community level. From a positive psychology perspective, the aim will be to promote well-being and personal development. In addition, special attention will be given to health psychology, psychotherapeutic intervention and its relations with neuroscience in the management of complex and/or chronic diseases related to the interaction between mind, body and genes as well as its epigenetic implications.
3. The research line in Physical Education offers models, theories and practices in the field of physical education for different population targets. This line focuses on teaching-learning approaches capable of identifying and implementing best practices in the field of exercise
4. The research line in Sports Sciences refers to research, theories and methodologies in the field of Through the adoption of quantitative, qualitative and mixed research methods, this line of research investigates the different motor skills and sports performance.
5. The Design and Implementation of Joint Research activities will be carried out in partnership with international scholars and research groups. Each student will be supervised by an internal supervisor and an external supervisor chosen "ad hoc" according to the student's research
6. For the Networking and Publishing activity, the curriculum will guarantee access to international scientific collaborations of excellence that will allow the student to develop his academic network. Inbound and outbound mobility is considered a priority axis and is strongly encouraged. The curriculum aims to support high-profile scientific production by providing the student with the necessary training in the field of academic

Employment and professional opportunities

The curriculum aims to train highly specialized students able to work both in the field of scientific research and in the non-university sector. Below are the job opportunities identified for the four lines of research.

PhDs in the field of Cultural Psychology of Education will be particularly oriented to work at universities and research centers. They will also find opportunities for employability in institutions (such as schools and other informal educational settings), public bodies and international agencies. Foundations, Associations and NGOs dealing with globalization, culture and education.

PhDs with focus on Clinical Psychology will be able to work in academia as well as in the public and private health care services implementing projects aiming to improve both patients/citizens and well-being professionals with attention to scientific knowledge.

PhDs with focus on Physical Activity have competences in academic work in the field of physical education and learning processes. They will also find employment opportunities in a variety of settings ranging from industries to non-profit sector related to physical exercise.

PhDs with focus on Sport Sciences find career opportunities at university level as well as in the highly specialized teams and tech companies working in the field of sport activities that includes performance analysis, physical education and rehabilitation, sport for wellbeing and good health promotion.

Curriculum F) Politics, Law, Market

The Curriculum of Politics, Law, Market is a gathering of politics, law, social sciences, economics and marketing and identifies in the new global geographies of power and production and in the transformations of subjects an unprecedented field of interdisciplinary and critical investigation. If traditionally political science has power as its object, its methods of acquisition, distribution and exercise, the studies in this Curriculum question this tradition in the light of the holding, crisis and/or overcoming the concept of sovereignty: political studies intertwine with those on the structures of global governance, the government of the economy and the institutions and organizations of the global market, with legal comparison, political economy, changes in welfare models and public policies, with critical theories on the transformations of the subject and of citizenship, feminist theories, gender studies, postcolonial and decolonial approaches.

1. Crisis and transformation of constitutional arrangements. Market institutions, economic governance, business form and legal regimes; financialization of the economy. Crisis of the Bretton Woods assets and changes in the system of international relations after the overcoming of a bipolar logic (Cold War). The geopolitics of digital networks; the government of the Internet as a new terrain of conflict between superpowers. The role of international institutions (IMF, OECD, World Bank) and non-governmental ones in global challenges (migration, climate change, energy resources).
2. Analysis of parties, social movements and systems of representation. The transformations of collective actors and the changes in the nature of political representation. The resources for acquiring and managing Political communication strategies—languages, symbols, rituals—in the age of social networks and digital platforms. The nature and perspectives of social movements: forms of mobilization and organization between horizontality and verticality. Formation of a supranational non-governmental public sphere; new forms of global civil society and NGOs.
3. Public policies: Policy Approach, public administrations, Welfare and webfare as a field of tension between neoliberal policies (individualization of the approach and demands, selectivity, privatization and corporatization of services) and the collective logic of needs and demands (social rights, global health, city governance and access to urban spaces, common goods etc.). Policies not only as points of balance between economic macro-factors and the interactions between interests and institutions, but as real constitutive dimensions of the phenomenology of politics: health policies, environmental policies, international policies, economic policies, digital policies, etc.
4. Citizenship, subjects, rights. The transformation of subjectivities and the criticism of the Citizenship as a field of tension and conflict. Beyond the dominant subject: Gender Studies, postcolonial and decolonial approaches, intersectionality. The critical theory between power relations and production/consumption systems: domination and exploitation. Rights and sovereignty: supranational spaces and global constitutionalism.

Employment and professional opportunities

Public and private research. Professionals and analysts in management bodies of international, national and local institutions, in non-governmental organizations and non-profit associations, in EU and PA bodies in charge of territorial governance, planning, organization, management and evaluation of public policies, in public and private authorities with an international influence, in parties and trade unions. Publishing. Planning, organization, execution and evaluation in international cooperation. Participation in transnational research and information networks in the context of social and trade union movements and global activism. –

Curriculum G) Social Theory, Digital Innovation and Public Policies

The Curriculum in Social Theory, Digital Innovation and Public Policies provides advanced knowledge of the social, computer, economic, legal and political sciences, and offers the conceptual and methodological tools and research skills suitable for the investigation and understanding of social, economic, mediological dynamics and cultural in the digital innovation society. Particular attention is given to: interaction between social systems and low-cost hardware systems in mobile contexts; social network analysis; human-machine interaction; interactions between media and social actors; relations between actors (nationally and internationally) and technologies, as well as the resources they activate for development and sustainability. The aim of the curriculum is comprehensive and specialized training in social theory and research and cultural and innovation processes, in the implementation of innovative public policies.

1. Theories, methodologies and quantitative-qualitative analyzes of social research; history and models of sociological thought; Social Theory; digital society; social change and technological innovation.
2. Sociology of cultural and communicative processes, of the media, of the public, of digital cultures; audiovisual media, social media; individual and collective narratives and identities; of the artistic-cultural sectors; of social
3. Theoretical, methodological analysis and IT applications in digital technological environments; Social Networks; Cyber Warfare and Cyber Intelligence; data security; Big data
4. Comparative law and critical study of law; differences and similarities between legal systems in the micro and macro dimension, legal techniques and values; society and
5. Sociology of political and legal phenomena and institutions; contemporary political theories; order of political discourse; post-truth and documediality; control society, security and emergency policies; politics and legal
6. Theoretical, methodological and analytical studies of political science, in particular on politics and technological innovations; forms of politics; consent and Internet Governance; media, social media and political
7. Theory and analysis of economic processes; historical and quantitative methodology; economic processes and social and institutional
8. Studies and methodologies of historical research in and of Modernity, of the state and forms of power; riots, revolutions and social
9. Sociology of economic processes, work, the environment and the territory; crisis and transformation of work; labor and welfare policies; capitalism and digital society; migration and socio-economic
10. Didactics and learning of the Spanish language, cultural forms connected to the language, history, role of Spanish culture in contemporary society.

Employment and professional opportunities

Research in academic contexts, institutes and research centers of excellence; researchers and professionals in research institutions dealing with Social Theory, Digital Society and Digital Innovation, Media and Social Media, Social Networks, Network Analysis, Cultural Innovation, New App and Quality of Life; professionals in the Public Policy sector for the design, research and development functions to support strategic and operational decision-making processes (Educational, Social, Socio-Mediological, Urban, Health, Migration, Gender and Generation Policies)