Education is a transformative force that empowers individuals to reach their full potential, fostering personal and societal advancement. Aligned with this vision, Italian secondary schools have integrated Pathways for Transversal Competencies and Orientation (PCTO) as a means to support the holistic development of students and equip them with skills relevant to both their personal growth and the needs of a dynamic job market. Originally derived from the school-work alternation program, PCTOs were formally established in 2018 to broaden students' competencies and guide their future educational and career decisions. This paper presents findings from the PRIN 2022 project—a collaborative effort by Sapienza University of Rome, University of Milano-Bicocca, and Alma Mater University of Bologna—which evaluates PCTOs' role in enhancing students' personal resources and reducing dropout rates. Using a mixed-methods approach, this study involved surveys with 1,575 secondary school students and focus groups with 260 students, adopting a Participatory framework and Student Voice approach. Results underscore that active student participation in planning PCTO activities strengthens their perception of PCTO utility, aligning these experiences more closely with their educational and vocational aspirations. Engaging students in this way is crucial to fostering equity in educational practices, as it recognizes their unique perspectives and empowers them to shape learning environments that support their strengths and aspirations. The findings underscore the importance of inclusive, evidence-based educational interventions that prepare students to thrive in academic and professional settings, with important implications for educators committed to equitable and transformative education.
Pagani et al. (Wed,) studied this question.