Il ruolo dell’immagine per la valutazione della competenza globale

Global citizenship education requires languages and pedagogical tools capable of supporting complex and transformative learning, integrating cognitive, affective, behavioural, and value-related dimensions. This article examines the role of photographic and video images in global citizenship education pathways, with particular attention to their use in assessment. The contribution presents a research-training programme carried out during the 2023-24 school year, involving primary and secondary schools in the Piedmont region as part of the project “Region 4.7 - Territories for Global Citizenship Education.” The adopted process-oriented model comprises four phases (emotional engagement, cognitive understanding, action, and stabilisation) and systematically employs images as both instructional and assessment stimuli. Initial and final assessments, based on semi-structured tasks using photographs and videos, involved a total sample of 2,636 students. The findings show significant impacts on indicators of global competence, with medium to large effect sizes across different school levels. In particular, the use of visual stimuli in assessment tasks demonstrated good discriminative capacity and sensitivity to change in the measurement of knowledge, systemic thinking, emotional engagement, and perceived self-efficacy