Student representative:
Giancarlo Marzano
g.marzano@studenti.unint.eu
a.lanzante@studenti.unint.eu
The School and Educational Contexts program of the Master's Degree in Psychology of Learning and Inclusion Processes (LM-51) trains graduates qualified to practice as psychologists, equipped with solid theoretical and methodological skills in learning, motivation, and personal development processes, with a particular focus on school systems and formal and informal educational contexts. The program represents an advanced qualification opportunity for professionals capable of working in educational and socio-educational services, integrating psychological, pedagogical, and social perspectives in a systemic understanding of educational processes.
The curriculum focuses on developmental, educational, and clinical psychology, with a focus on preventing academic difficulties, promoting well-being, and valuing individual differences. In addition to these areas, transversal skills specific to general, social, and community psychology are developed, fostering interdisciplinary training aimed at designing inclusive learning environments.
Psychologists trained in this area are expected to work collaboratively with schools, families, and community services, contributing to the assessment of educational needs, the development of personalized learning programs, and the promotion of academic success. The training aims to develop skills in psychoeducational assessment, the design of inclusive interventions, and multidisciplinary teamwork, with a focus on social responsibility and the creation of educating communities.
Among the most relevant training activities of the Course are the 20 CFU practical-evaluative internship, aimed at acquiring operational skills in educational contexts. The training program is also enriched by application laboratories and innovative teaching methodologies. Thanks to the UNINT teaching method, lessons can be attended both in person and in live streaming Through the UNINT Everywhere platform. Admission to the course is through a competitive process that includes a curriculum evaluation and a mandatory knowledge test.
Professional profile and career opportunities
Graduates are licensed to practice as psychologists, with the option of working as psychotherapists after completing training to practice psychotherapy (specialization schools). More specifically, the program is designed to qualify psychologists for learning and inclusion processes—focusing on schools and educational contexts— a professional figure oriented towards intervention in school and training systems.
Graduates acquire advanced skills in assessing educational needs, designing psychoeducational interventions, and promoting well-being in learning environments. They can work within schools through counseling centers, prevention activities, orientation programs, and well-being promotion interventions, collaborating with administrators, teachers, and families to create inclusive and motivating educational environments.
A relevant area concerns the Prevention of school dropout and support for students with learning or adaptation difficulties, through targeted interventions that take into account individual, relational, and contextual dimensions.
The main functions associated with the outgoing professional profile include:
- contribute to the assessment of educational needs and risk and protection factors in school contexts;
- design and implement psychoeducational interventions and personalized training courses;
- participate in the construction of functioning profiles and the definition of educational strategies oriented towards training success;
- promote psychological well-being and prevent distress and school dropout;
- collaborate with schools, families, and local services with a view to networking and inclusion.
Professionals trained in this program can also work in community services, training institutions, and organizations engaged in education and human development, providing psychoeducational assessments, consulting, and integrated planning in conjunction with local resources. The program develops skills based on reflexivity, critical use of evidence, and ethical responsibility.
The training acquired provides a solid foundation for further specialization courses, research doctorates, and educational consultancy, promoting professional development toward roles of increasing responsibility in educational services and institutions.
Accreditation and Membership
UNINT is a partner of leading international academic associations that promote the adoption of quality standards of excellence in educational and scientific activities.
Due to its recognised quality requirements in language training, the Department of International Humanities and Social Sciences is among the four Italian members of CIUTI (Conférence Internationale Permanente d'Instituts Universitaires de Traducteurs et Interprètes) and its Master's degree course in Interpreting and Translation (LM-94) is part of the EMT network (European Master's in Translation) promoted by the European Commission. Moreover, UNINT is a member of AACSB – Business Education Alliance and has started the accreditation procedure for its Degree courses in the area of economics and business.
As part of the activities related to quality assurance, since 2021 UNINT has been certified in accordance with the regulation UNI EN ISO 9001: 2015On February 8, 2021, the first certificate was issued, confirmed for 2022 and 2023. In 2024, the new certificate was obtained and on January 30, 2026, the certification was confirmed for the year 2026. UNI EN ISO 9001: 2015 for "Teaching, training, research and third mission activities", attesting to the correct definition and execution of the processes implemented within the University.
Courses
The training program is structured to provide solid knowledge and tools in the following areas over the course of two years of study:
- i cognitive, emotional and motivational processes involved in learning and personal development, with attention to individual differences and educational needs;
- la psychology of education and educational contexts, in a systemic perspective oriented towards promoting well-being, inclusion and educational success;
- i neurodevelopmental disorders and the assessment of psychological functioning in school contexts;
- le research and investigation methodologies in the educational field, aimed at assessing training needs and designing psychoeducational interventions;
- le social dimensions of learning and the processes of building educational contexts, with reference to group dynamics, the prevention of hardship and school dropout;
- i ethical, deontological and normative principles which regulate professional practice in school and educational services;
- le technologies to support inclusion and educational innovation, integrated into a pedagogically based perspective.
Digital skills and laboratories
The professionalizing profile of the address is enriched by the presence of the Laboratory on virtual reality and artificial intelligence, an experiential training space dedicated to exploring innovative digital tools to support learning processes and educational inclusion.
The workshop fosters the acquisition of operational skills in the conscious use of technologies applied to school contexts, promoting a critical and pedagogically grounded approach to educational innovation.
Language training and certifications
Graduates will develop solid skills in intercultural communication, thanks to the presence of an English language course specifically dedicated to scientific terminology.
To find out the entry and exit levels of each language course in accordance with the Common European Framework of Reference for Languages ​​(CEFR), visit the following link.
The University Language Centre grants new students enrolled for the 2026/2027 academic year (Bachelor’s or Master's degree courses in any of the Degree courses offered by the University) the opportunity to take an international certification examination , at no additional cost, choosing from among the certifications offered through the University’s partnership agreements.
Curriculum
2026/2027 academic year
This page contains information about programmes for students who intend to start their academic career in autumn 2026. The information is up to date at the date of publication, although some changes may be necessary.
ECTS
1st year
ECTS
Psychology of Learning Processes and Motivation
The course delves into the fundamental principles of the psychology of learning and motivation, focusing on mental processes. The goal is to develop skills to best understand learning and provide effective tools to motivate in educational contexts.
6
Psychology of neurodevelopmental disorders
The course delve into the scientific understanding of neurodevelopmental disorders. The main objective is to provide skills to analyse, diagnose and treat conditions such as ADHD, autism and intellectual disability. The course explores theories, diagnostic methodologies and therapeutic strategies for targeted intervention.
6
Psychology of thoughts and emotions
The course investigates human thought and emotions through a scientific approach. The aim is to develop critical understanding and analytical skills by examining theories of emotions, thought processes and their practical applications in contemporary psychology.
8
Methods of investigation and research in educational contexts
The course aims to examine in depth advanced methodological skills in the field of educational research. Investigation techniques, data analysis and their interpretation are explored. The objective is to train researchers capable of actively contributing to the understanding and evolution of educational contexts.
8
Educational psychology and personal development
The course delves into the psychology of education and individual development, exploring educational theories and practices. The objective is to train professionals able to understand and promote psychological development in educational contexts, analysing the environmental factors that influence the learning process.
8
Psychology of educational contexts
The course delves into the understanding of educational contexts through the perspective of psychology. It explores psychological dynamics in education, with the aim of developing skills to understand and address psychological challenges within educational contexts.
6
Clinical psychology of educational contexts
The course focuses on the use of clinical psychology within educational contexts. Students will explore the intricate psychological dynamics that impact learning and development in educational settings, gaining practical skills to address specific challenges in this field.
6
Scientific English
The course aims to develop specific linguistic skills for communication in scientific contexts. The primary objective is to achieve mastery in the use of scientific English, improving both the understanding and the production of texts, speeches and documents in the scientific field.
6
2nd year
Social construction and Learning
The course investigates the impact of society on the learning process, analysing social dynamics, cultural contexts and factors that shape educational practices. It aims to develop a critical understanding of the interconnections between society and learning, highlighting the significant links between these two fields.
8
Ethics, professional ethics and school legislation
The course delves into ethics and deontology in the professional field, with particular attention to school legislation. It analyses the ethical principles and regulations that guide professional practice in the field of education, aiming to develop a critical awareness of the legal and moral responsibilities involved.
8
1 course to be chosen among
Sociology of educational contexts
Technologies in support of inclusion
Learning methodologies and study motivation techniques
Sociology of educational contexts
Technologies in support of inclusion
Learning methodologies and study motivation techniques
Sociology of educational contexts
The course explores the sociology of educational contexts in depth, focusing on the social and cultural dynamics in educational institutions. Sociological theories applied to the educational context are examined, with particular attention to socialisation processes and the inequalities in this context.
Technologies to support inclusion
The course aims to provide students with knowledge of the main technological tools aimed at improving the quality of the educational process in inclusive settings. Particular emphasis will be placed on artificial intelligence, robotics, and virtual reality.
Learning methodologies and study motivation techniques
The course offers practical tools and techniques to optimise learning and stimulate motivation to study. Effective methodologies, study strategies and motivational approaches are explored, providing skills to improve students' learning abilities.
6
Other activities
Laboratory on virtual reality and artificial intelligence
The laboratory offers students practical experience in the use of emerging technologies (specifically Virtual Reality and Artificial Intelligence) in order to understand the operating principles and practical applications, allowing them to apply their knowledge to design and develop virtual and augmented reality applications in different sectors.
4
2 free-choice courses.
Suggested
School dropout and coping strategies or
Work psychology: guidance and psychological well-being or
Group psychology and intervention in school communities
Suggested
School dropout and coping strategies or
Work psychology: guidance and psychological well-being or
Group psychology and intervention in school communities
School dropout and coping strategies
The course investigates school dropout and intervention strategies by analysing the causes of school dropout, exploring preventative strategies and developing skills to address this current educational challenge.
Work psychology: guidance and psychological well-being
The course focuses on guidance and psychological well-being, exploring theories of guidance through the acquisition of practical skills and understanding the role of psychology in promoting individual well-being.
Psychology of groups and intervention in school communities
The course delves into the psychology of groups and intervention in school communities, exploring group dynamics. Students will acquire skills for community interventions, including the role of the school psychologist.
6 + 6
Practical Evaluation Internship
20
Final test
8
Curriculum Compilation Guide
At the beginning of the academic year, the University organises dedicated sessions to guide students through the completion of their curricula. During these sessions, which involve faculty, the Orientation Office, and the Student Secretariat, studetns receive technical instructions on how to complete their curriculum, as well as general information regarding the training offer and the awarding of credits.
Study and internship experiences abroad
Given the University's strong international outlook, UNINT's Degree courses offer students the opportunity to spend a period abroad for study or internship purposes, thanks to a network of over 100 international agreements with European and non-European universities. The University also has around 700 active agreements for internships and work placements with public and private institutions in Italy and abroad.
The Master's degree course includes a 20 ECTS mandatory internship, which will be carried out at qualified external institutions affiliated with the university, such as public or private healthcare facilities accredited with the Italian National Health Service. During the internship, the student will have the opportunity to understand the use of the main cognitive tools (e.g. psychodiagnostic tests) and intervention tools for prevention, diagnosis and support in the psychological and school context aimed at the individual (e.g. the student), the group (e.g. the class), social organisations and the school community (e.g. the school). The student will also be able to understand those activities related to experimentation, research and teaching in this field.
Admission requirements and verification of initial preparation
Admission to the Master's degree course in Psychology of Learning and Inclusion Processes (LM-51) is possible if the following requirements are met: a Bachelor's degree, diploma or other university qualification obtained abroad, recognised as suitable on the basis of the current legislation, in the following degree classes pursuant to Ministerial Decree 270/04 or in the corresponding courses pursuant to Ministerial Decree 509/99: L-24.
Those in possess of degree classes other than those previously mentioned need to have acquired 88 ECTS in at least six different scientific-disciplinary sectors, including the following: M-PSI/01, M-PSI/02, M-PSI/03, M-PSI/04, M-PSI/05, M-PSI/06, M-PSI/07, M-PSI/08.
The assessment of personal preparation will be carried out through a competition procedure, which involves an evaluation of the previous curriculum of studies and a mandatory test aimed at verifying knowledge, which will be held in person. Only candidates who meet the curricular requirements can access the personal preparation assessment.
For the academic year 2026/2027 the test will take place in-presence on the following dates:
- 29 May 2026 | 10:00 am
- June 19, 2026 | 10:00
- 10 July 2026 | 10:00 am
- September 11, 2026 | 10:00 pm
- September 25, 2026 | 10:00 pm
- 8 October 2026 | 11:00 am
- 22 October 2026 | 11:00 am
The test will include the following domains: psychophysiological processes underlying behaviour, general psychology, social psychology, developmental psychology, dynamics of human relationships, psychological investigation methodologies, statistical and psychometric methods, IT procedures for data processing and advanced knowledge of the English language.
Detailed information on scheduled access will be made available in the upcoming call for applications.
Tuition fee, scholarships and financial aids
Università degli Studi Internazionali di Roma - UNINT provides for a banded tuition fee system that rewards scholastic and university merit as well as scholarships linked to talent and social and civil commitment for high school graduates, students about to graduate and graduates.
To find out about the tuition fees, scholarships and financial aids.
Furthermore, students who intend to enrol can, as would be the case by enrolling at a State University, access the Right to Study Call for Applications, through which DiSCo (regional body for the right to education and knowledge) and Regione Lazio provide benefits and services to university students to guarantee the right to study in accordance with Article 34 of the Italian Constitution, which enshrines the principle of equal educational opportunities.
By participating in the call for applications, it is possible to access scholarships and receive financial support to cover university costs.
The services offered also include accommodation in student residences, and subsidised access to the canteen with meals at reduced costs. International mobility grants are also provided to support students during periods of study or internship abroad, thus facilitating international educational experiences.
The call for application is published every year on the website http://www.laziodisco.it/.
For further information, please consult the Valid identity document and contact the relevant office whose contact details are given below.
Contacts Right to study
Sonia Fronte
Monday, Tuesday and Thursday from 9:00 am to 1:00 pm and from 2:30 pm to 3:30 pm
Wednesday and Friday from 9:00 am to 1:00 pm
E-mail: dirittoallostudio@unint.eu
Tel (+39) 06.510.777.296
UNINT Accommodation agreements
Università degli Studi Internazionali di Roma – UNINT has entered into agreements with various residential facilities and specialised platforms in order to facilitate students' access to housing solutions at advantageous conditions.
Detailed information on affiliated facilities and benefits are available in the dedicated section on the University's website.
Course of Study Steering Committee
Alessandro Frolli, President of the Master's Degree Course in Psychology of Learning and Inclusion Processes (LM-51)
Alessandro De Nisco, Director of UNINT Department of International Humanities and Social Sciences
Christina Stingher, INVALSI Researcher
Octavius ​​Rosati, Scientific Director of the Institute of Dynamically Oriented Psychodrama (IPOD)
Barbara Summo, Psychologist – Psychotherapist – Director of the National Order of Psychologists
Carlo Ricci, Scientific Director Walden – Professor Pontifical Salesian University
