Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. 1A Sep 21, 2020 Oct 31, 2020
Sem. 1B Nov 9, 2020 Jan 9, 2021
Sem. 2A Feb 15, 2021 Apr 1, 2021
Sem. 2B Apr 14, 2021 May 29, 2021
Exam sessions
Session From To
Sessione d'esame invernale Jan 14, 2021 Feb 13, 2021
Sessione d'esame estiva Jun 7, 2021 Jul 24, 2021
Sessione d'esame autunnale Aug 23, 2021 Sep 18, 2021
Degree sessions
Session From To
Sessione di laurea estiva Jul 5, 2021 Jul 10, 2021
Sessione di laurea autunnale Nov 8, 2021 Nov 13, 2021
Sessione di laurea invernale Mar 28, 2022 Apr 1, 2022
Period From To
Festa di Ognissanti Nov 1, 2020 Nov 1, 2020
Festa dell'Immacolata Dec 8, 2020 Dec 8, 2020
Vacanze di Natale Dec 24, 2020 Jan 6, 2021
Vacanze di Pasqua Apr 2, 2021 Apr 6, 2021
Festa della liberazione Apr 25, 2021 Apr 25, 2021
Festa del lavoro May 1, 2021 May 1, 2021
Festa del Santo Patrono May 21, 2021 May 21, 2021
Festa della Repubblica Jun 2, 2021 Jun 2, 2021
Vacanze estive Aug 9, 2021 Aug 15, 2021

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrolment FAQs

Academic staff


Alga Maria Livia

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Bastianello Tamara

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Bevilacqua Alessia Maria Aurora

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Blezza Silvia

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Bonazzi Matteo

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Bondì Davide

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Cantalupo Gaetano

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Carta Simona

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Chiurco Carlo

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Cima Rosanna

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Cordiano Alessandra

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Corsi Fabio

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Dal Toso Paola

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De Cordova Federica

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De Silvestri Donato

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Dusi Paola

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Fiorini Paolo

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Fornari Giuseppe

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Garbellotti Marina

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Guaraldo Olivia

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Landi Licia

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Landuzzi Maria Gabriella

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Lascioli Angelo

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Lavelli Manuela

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Lonardi Cristina

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Loro Daniele

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Majorano Marinella

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Messetti Giuseppina

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Migliorati Lorenzo

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Milani Marta

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Mion Giorgio

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Mori Maria

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Mussini Ilaria

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Ongaro Alessandro

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Pappalardo Maria

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Parini Giorgia Anna

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Persici Valentina

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Poggi Davide

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Poli Albino

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Portera Agostino

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Rapanà Francesca

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Riggio Sara

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Ronsivalle Gaetano Bruno

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Scandola Michele

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Seppi Roberta

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Sità Chiara

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Solla Gianluca

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Tronca Luigi

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Vicini Fabio

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Vit Rosanna

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Viviani Debora

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Zoccatelli Barbara

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Study Plan

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University. Please select your Study Plan based on your enrolment year.

Modules Credits TAF SSD
Between the years: 2°- 3°
Direct training
Between the years: 1°- 2°- 3°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.

S Placements in companies, public or private institutions and professional associations

Teaching code





Daniele Loro



The teaching is organized as follows:





Sem. 2A

Academic staff

Daniele Loro





Sem. 2A

Academic staff

Daniele Loro





See the unit page

Academic staff

See the unit page

Learning outcomes

Knowledge and understanding Module 1: Adult education 1. Know the main elements that characterize the complexity of adult life and the theories that deepen its meaning from a behavioral, psychological and existential point of view. 2. Know and understand the evolutionary dimension, present in adulthood, and the possibility of its being delineated in the direction of an ever-greater awareness of the meaning of one's social role and of one's existential task, also in relation to the other ages of life. 3. Understand the problematic nature of the experiences that are at the base of crisis, hardship, marginality and deviance situations, which characterize the existential personal experiences of young people and adults. Identification, in these cases, of the most appropriate educational intervention methods. Module 2: Life cycle education 1. Understanding of the double deep connection, of continuity and discontinuity, between all the ages of life; understanding a single age of life requires understanding other ages as well. 2. Know and understand that in every age of life we live, in different times and in different ways, all the dimensions that are proper to human existence. Module 3: Life cycle education laboratory 1. Understand that the desire of the human being is to live fully every age of life. 2. Reflect on the fact that the experiences of hardship, marginality and deviance are linked to experiences of lack or lack of positive experiences. Applying knowledge and understanding Module 1: Adult education 1. Apply the knowledge learned from the literature and related to specific problems on adult life, in order to contribute to developing educational projects that are adequately contextualized and close to common experiences. 2. Formulate educational methods of dialogue with adults, according to methods and projects that respect adults' desire for conscious learning that respects their own history and experience of reality. 3. Formulate projects and educational interventions aimed at strengthening the essential elements for a reactivation of the process of recovery and development of one's own existential path, which characterizes adulthood, from youth to old age. Module 2: Life cycle education 1. Reflect on the analogies of meaning that are present in different ages of life, even if the ways in which we live are apparently quite different. 2. Search for direct or indirect, experiential or literary testimonies of how it is possible to communicate and share values and meanings between all ages of life, even with different languages and levels of understanding. Module 3: Life cycle education laboratory Understanding, through personal and group work, the use of memory, storytelling and reflection can be used to heal wounds, reconcile internal and interpersonal conflicts, and rediscover the sense of one's identity and dignity. 2. Experiment, through appropriate group activities, also in e-learning mode, how one would like to live in another age of life.


The teaching of Education in the ages of life is divided into three teaching modules:
1. Adult education;
2. Pedagogy of the life cycle;
3. Life cycle pedagogy workshops.
Taken together, the three modules aim at the realization, each for its part, of the same educational and formative vision.
The contents and organization of the teaching activity of the three modules are presented below in summary form. For a more complete view, please refer to the presentation of the individual modules.

Programmatic contents
1) The contents of the first module: Adult education, are roughly divided into three parts, with the respective themes:
• introductory or "epistemological" part: presents the cognitive and methodological foundations that are necessary to carry out an educational practice designed specifically for the adult and / or elderly age;
• content or "cognitive" part: first presents an overall vision of adulthood, divided into four phases, each of which is characterized by specific behaviors, developmental processes and states of awareness that mark the change of adulthood, from the phase of young man who becomes an adult to that of an adult who is moving towards old age. Secondly, it presents an overview of the many problems that mark, each in its own way, the experience of every adult person;
• "methodological" operational part: it presents a set of practical indications that can be useful for defining the "way" (methods and means) with which to address the specific problems of adulthood, with the awareness of constantly having to adapt the action educational to the reality of the adults with whom one works.

2) The contents of the second module: Pedagogy of the life cycle, are roughly articulated on three themes:
• presentation of an attempt to define old age, also considered starting from the complexity of the aging processes;
• reflection on the meaning of old life, in itself and in relation to the previous ages of human life;
• presentation of some methodological elements to outline an educational path with the elderly, in particular in nursing homes.

3) The contents of the third module: Life cycle pedagogy workshops.
Each of the three laboratories, foreseen for the realization of this module, addresses some specific issues, different from those faced in the other laboratories. All the themes, however, are relevant to educational issues concerning adult life or old life; at the same time, the diversity of the topics addressed and the ways of organizing the workshop reflect the cultural interests and the educational and professional experience of the three teachers who lead and animate their workshop.
A second element common to the three workshops is given by the desire to carefully reflect on the delicate transition from "theory" to "practice". In this sense, the methodological approach is also similar, aimed at researching "how" one could intervene from an educational point of view to accompany adults and / or the elderly in finding the best way to respond to their problems. Some methodological elements that will be kept present in the laboratory activity:
• starting from the concrete experience of the adults you work with, for example through life stories, case studies, testimonies, videos, etc .;
• in-depth reflection on their problematic situations, with reference to texts or documents, provided by the teachers;
• research, through individual or group work, of possible elements for the formulation of a possible educational project.

Organization of didactic activity
The didactic organization of teaching is diversified in relation to the individual modules, in each of which the teaching method most appropriate to the objectives and contents of each of them will be chosen as a priority.
• In the first and second modules, the theoretical element will prevail, typical of the traditional "frontal lesson". This element is justified by the need to present the contents related to adult life and elderly life in the most conceptually correct and complete way possible.
• The frontal lesson will in some moments also take the form of a participatory lesson, useful for encouraging interventions, asking questions, formulating reflections and giving space to brief debates on the issues addressed from time to time.
• Alongside the cognitive element, the "reflective" attitude towards the contents under study will also be particularly important, since it is something that also concerns the personal life of "adult" subjects, bearers of their own history and own experience.
• In the third module, the "experiential" element, both theoretical and practical, will be prevalent, typical of a "laboratory activity" and group. From a methodological point of view, it is crucial to practice interpreting the specific experience of the adult and / or the elderly in the light of the theoretical knowledge possessed, and then move on to the design phase.


Visualizza la bibliografia con Leganto, strumento che il Sistema Bibliotecario mette a disposizione per recuperare i testi in programma d'esame in modo semplice e innovativo.

Examination Methods

Texts for the exam
• For the preparation of the part of the exam relating to the first and second modules, in relation to the educational objectives and programs listed above, it is necessary to study the texts, indicated as mandatory, presented within the respective modules, to which reference should be made. Other texts may be recommended for any personal in-depth analysis on individual issues.
• For the preparation of the part of the exam relating to the third module, the texts to be studied consist of the didactic material used during the laboratory activity. The teacher who coordinates each laboratory may also indicate other material for further personal study.

Exam procedure
The exam concerning the first and second modules will be held within the same session and in the same way.
• The exam will be held in written form, lasting a maximum of 3 hours. The written test will consist of a total of 5 open questions: four questions will concern the contents of the first module; a question will concern the second module. The questions will be differentiated not only for their content, but also for the logical / expository aspect. They may be "descriptive", "argumentative", "conceptual", "operational" and "reflective" questions.
• The examination concerning the third module will usually take place in the form of the presentation of a "written report" regarding the activity carried out during the laboratory. The drafting of the report can be carried out, optionally, in the form of an individual or group work (max 4 people). Based on the time available, individual and group reports (or only some of them, at the discretion of the teacher) may be presented in the classroom, in the presence of the other participants in the workshop.
More precise indications regarding the examination methods for each laboratory will be given by the teacher of each laboratory.

Methods of evaluating the exam and composing the final score
• The final grade of the "Education in the ages of life" exam is unique, and will arise from the sum of the scores acquired in the three modules. The overall score, out of thirty, is distributed among the three modules in proportion to the work required and the number of credits attributed to each module.
• The evaluation of the three exams will take place in the same way, that is, by articulating the score on the basis of four levels of positive judgment: Sufficient (S) - Fair (D) - Good (B) - Very Good (MB), as follows :
─ Adult education (6 credits): 21 points out of 30 (S. = 18; D. = 19; B = 20; MB = 21).
─ Pedagogy of the life cycle (2 credits): 5 points out of 30 (S. = 2; D. = 3; B. = 4; MB = 5).
─ Life cycle pedagogy workshop: (1 credits): 4 points out of 30 (S. = 1; D. = 2; B. = 3; MB = 4).

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Type D and Type F activities

Modules not yet included

Career prospects

Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.



List of theses and work experience proposals

theses proposals Research area
Ambienti e contesti di lavoro con minori Various topics
Analisi dei personal network di sostegno Various topics
comunicazioni relative alla tesi Various topics
Il teatro come contesto educativo Various topics
I processi di globalizzazione culturale nella società contemporanea Various topics
La social network analysis applicata allo studio dei contesti educativi Various topics
L'educatore ed i progetti europei Various topics
L'impegno associativo in ambito educativo Various topics
Politiche sociali e contesti educativi Various topics
Progetti di collaborazione con le istituzioni scolastiche Various topics
Scuola e capitale sociale Various topics

Linguistic training CLA

Gestione carriere

Student mentoring

Practical information for students


Stage e Tirocini

Le ulteriori attività formative (crediti F) sono interamente coperte dall’attività di tirocinio “indiretto” (1 cfu) da svolgersi nel secondo anno e di tirocinio “diretto” (14 cfu) da svolgersi presso enti convenzionati per un numero complessivo di 15 cfu (375 ore). Chi è iscritta/o al curriculum servizi per l’infanzia è tenuta/o a svolgere il tirocinio presso nidi e servizi per la prima infanzia per almeno il 50% delle ore.
Il tirocinio professionalizzante (375 ore, pari a 15 cfu), è obbligatorio sia nella sua forma diretta che indiretta.
Il tirocinio indiretto, della durata di 25 ore a frequenza obbligatoria al 75%, si svolge in Università per 20 ore e in forma di lavoro individuale per 5 ore e consiste in un accompagnamento iniziale delle/degli studenti da parte dei tutor attraverso un percorso formativo dotandoli di conoscenze e strumenti adeguati a osservare, comprendere e rielaborare criticamente l’esperienza di tirocinio nei servizi educativi e ad affrontare il tirocinio negli enti con metodo e consapevolezza. Il percorso, da attuare in gruppi da 20-25 persone sotto la supervisione di un tutor, risponde alle esigenze costantemente espresse sia dalle/dagli studenti stessi sia dalle parti sociali che dai referenti degli enti convenzionati.
Il tirocinio diretto si propone di raggiungere i seguenti obiettivi:

  • fare esperienza diretta di attività professionali, che richiedono un livello di preparazione al lavoro educativo;
  • approfondire in particolare il rapporto tra preparazione teorica, acquisita mediante lo studio, ed esperienza pratica, tra mondo del sapere e della cultura e mondo del lavoro e delle professioni;

Al termine del tirocinio diretto lo studente deve presentare una relazione scritta, nella modalità concordata con il tutor accademico.

Nuove Linee Guida per il tirocinio di Scienze dell'educazione.


Student login and resources