Master's degree course in Psychology of Learning and Inclusion Processes

Class: LM-51
Academic year: 2024/2025
Duration: 2 years
Admission: Free admission upon verification of requirements
Modes: In person and online teaching
META viewer:  supplied to freshmen to access virtual and augmented reality laboratories and train for professions

The qualifying master's degree course in Psychology of Learning and Inclusion Processes (LM-51)* trains graduates qualified for the profession of psychologist (as regulated by Ministerial Decree no 654 of 5 July 2022) with solid knowledge and skills regarding the main theoretical and methodological foundations of psychology, with particular reference to the sector of school psychology, as well as the foundations of research, within the framework of second level training identified as a standard also by the European certification system (Europsy). 

The course has a specialized focus on specific sectors of psychology, including developmental and educational psychology and clinical psychology, but it also involves the acquisition of cross-sector knowledge relating to the fields of general psychology, social psychology and community psychology. The psychologist of learning and inclusion processes (school psychologist) is called upon to engage with the main educational agencies (in particular with schools) and, more generally, with the territory, operating in synergy with all actors of the school system to promote well-being and prevent situations of discomfort and/or psychological risk. 

The course aims to train professionals who are able to:

  • realize  training and consultancy activities to school and educational staff and families on a collegial and individual basis;
  • design, implement and assess risk and/or discomfort prevention interventions, educational and well-being promotion interventions within different school contexts;
  • intervene to support learning and improve personal development, both under an affective-relational and under a cognitive-performance point of view, in the case of children with typical or atypical development (developmental difficulties, SEN or neurodevelopmental disorders);
  • employ mediation strategies to encourage inclusion paths in socio-educational contexts; 
  • promote well-being and a better quality of life in school and related contexts through activities and interventions aimed at preventing discomfort and removing the social marginalization of children and adolescents. 


One of the most interesting training activities in this course is the practical evaluation (or professionalising) internship, aimed at acquiring the skills, methodologies and operational tools of the psychologist of learning and inclusion processes (school psychologist). 

During the internship, the students have the opportunity to understand the use of the main cognitive tools (e.g., psychodiagnostic tests) and instruments of intervention for prevention, diagnosis, and support in the psychological and scholastic field addressed to individuals (e.g., student), groups (e.g., to the class), social organizations and the school community (e.g., the school). The students will also be able to understand the activities related to experimentation, research and teaching in this area. The internship can be carried out at qualified external bodies affiliated with the university, such as public or private healthcare facilities accredited by the National Health Service.

The course training offer is also enriched by interactive laboratories and innovative teaching methods (e.g., Game-Based Learning, Flipped Classroom).

Graduates in psychology of learning and inclusion processes are qualified to practice as psychologists, with the possibility of working as psychotherapists, after the qualifying training for this practice (specialization schools). 

The course provides the following employment opportunities: 

  • train, support and assist the teaching staff in nursery, primary and lower and upper secondary schools in screening interventions and activating inclusive pathways; 
  • practice the profession of psychologist in children and adolescents care for local authorities and in the social-health services for the local health authorities, for socio-pedagogical centers of public and private bodies, as a freelancer (independently or in multidisciplinary consultancy centers offering psychological services);
  • carry out research activities as researchers in public and private firms and research centers, as well as in post-graduate training courses (e.g.,PhD) at a national and international level.


* Currently under approval.


The study plan is structured in such a way as to allow the student to build a highly professional path that is consistent with their professional objectives. The course offers training activities linked to the knowledge of the theoretical foundations and methodologies characterizing developmental and educational psychology, the psychology of cognitive and learning processes, clinical psychology with particular reference to developmental psychopathology and the diagnosis of neurodevelopment disorders. 
The course comprises training activities in related or integrative disciplinary fields considered relevant both to an adequate classification of psychological disciplines in the broader context of the human and social sciences and to an openness to forms of communication and collaboration with professionals in the pedagogical sector.

Study plan

academic year 2024/2025

This page contains information about programs for students planning to begin their academic career in the fall of 2024. The information is updated as of the date of publication, but some changes may be necessary.


Year I


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.


The course delve into the scientific understanding of neurodevelopmental disorders. The main objective is to provide skills to analyze, diagnose and treat conditions such as ADHD, autism and intellectual disability. The course explores theories, diagnostic methodologies and therapeutic strategies for targeted intervention.


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.


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.


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, analyzing the environmental factors that influence the learning process.


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.


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.


The course aims to develop specific linguistic skills for communication in scientific contexts. The primary objective is to achieve fluency in the use of scientific English, improving both the comprehension and the production of texts, speeches and documents relating to the scientific field.


Year II

The course investigates the impact of society on the learning process, analyzing 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.


The course delves into ethics and deontology in the professional field, with particular attention to school legislation. It analyzes 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.


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 socialization processes and the inequalities in this context.

Psychology of adolescence
The course aims to provide students with knowledge on attachment theories, theory of mind, personality development and psychopathological pictures typical of adolescence, analyzing cases of adolescent psychological risk and using knowledge to improve learning processes through the "Learner Centered Approach".

Inclusive Teaching: Models and Techniques
The course delves into inclusion and inclusive teaching with particular attention to understanding the epistemological role of special education. Specific methods are applied in educational contexts, analyzing case studies and using the knowledge acquired for inclusive interventions through the "Learner Centered Approach".

Learning methodologies and study motivation techniques
The course offers practical tools and techniques to optimize learning and stimulate motivation to study. Effective methodologies, study strategies and motivational approaches are explored, providing skills to improve students' learning abilities.


Other activities

Virtual reality and artificial intelligence laboratory
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.

Neurophysiology and cognitive enhancement laboratory
The laboratory focuses on exploring neurophysiology and non-invasive brain stimulation techniques (e.g. tDCS) and cognitive enhancement techniques. Students have the opportunity to understand the neurological mechanisms of learning and experiment with various techniques to improve cognitive abilities, exploring the connections between the mind and the improvement of cognitive performance.


Methods and techniques of clinical interview
The course delves into the methods and techniques of the clinical interview, focusing on the clinician/client interaction and aims to provide students with the acquisition of skills in active listening, formulating questions and analyzing the question during a first psychological interview.

Psychology of deviance
The course explores the psychology of deviance, analyzing behaviors that deviate from the social norm through the in-depth study of theories and explanatory models, understanding the psychological dynamics underlying deviant behaviors and their implications for society.

School dropout and coping strategies
The course investigates school dropout and intervention strategies by analyzing the causes of school dropout, exploring preventative strategies and developing skills to address this current educational challenge.

Psychology of guidance and psychological well-being
The course focuses on guidance and psychological wellbeing, exploring theories of guidance through the acquisition of practical skills and understanding the role of psychology in promoting individual wellbeing.

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


Final examination


Laboratory activities

The study plan includes laboratory and specialization activities.

The Virtual Reality and Artificial Intelligence Laboratory , is aimed at the acquisition of specific skills through the proactive involvement of students, who will be able to approach the implementation of virtual reality and new technologies in the context of learning processes and the development of socio-affective skills (theory of the mind and mentalization processes).

The Neurophysiology and Cognitive Enhancement Laboratoryis aimed studying the main neurophysiological investigation tools for the exploration of brain activity. The course will analyze in detail processes such as sleep, waking states and the sectoral activation of different brain areas and will prepare the student to study transcranial magnetic stimulation (TMS). As part of the laboratory, the themes and main tools for cognitive and didactic enhancement will also be discussed and explored; among the specialization topics, the student will delve deeper into metacognition as a complex cognitive function that allows to improve awareness, self-regulation and control of cognitive processes.  

Study and internship experiences abroad

The course, being strongly internationally oriented, offers the possibility of staying abroad for study or internship purposes thanks to a network of over 100 international agreements stipulated with European and non-European universities. The University also has over 700 active agreements to carr out internships at public and private sector bodies in Italy and abroad.

Language certifications

During the academic year 2024/2025, the University Language Center (Centro Linguistico di Ateneo) offers newly enrolled students (enrolled in a Bachelor's or Master's degree in any of the majors offered in the University's Academic offer) the possibility to obtain a language certification based on their skill level.

Every student, during their study career, will be able to take an international certification exam, without any additional costs, choosing among the certifications affiliated with the University: CAMBRIDGE, TOEFL iBT, DELE, CAPLE, TORFL, DELFDALF.

Post-course and career opportunities

The course is aimed at training "Psychologists of learning and inclusion processes" (school psychologists), thus responding to a need for professionalization consistent with the demand of the labor market. 

The main elements that characterize the psychology of learning and inclusion processes are linked to school psychology and, in order to best highlight the opportunities offered by a proposal in this direction, can be illustrated, by referring to the different application fields that it can cover:

  • support for the role of the teacher, through skills acquired to support the school structure in the training of teaching staff, through the diffusion of the culture of inclusion and the prevention of educational poverty phenomena (segregation of disadvantaged students, dropout and school dropout);
  • implementation of screening programs in schools, aimed at identifying SEN (Special Educational Needs), SLD (Specific Learning Disabilities), neurodevelopmental disorders and other situations involving psychopathological risks;
  • implementation of bio-psychosocially developed functional assessments (ICF), as a driver for the development of a shared lexicon between educational institutions (school) and healthcare institutions (Local Health Service);
  • activation of interventions aimed at supporting learning and psychological growth from both an affective-relational and cognitive-performance point of view (interventions for cognitive enhancement, educational enhancement and expansion of soft skills);
  • design of mediation programs and projects to encourage inclusion paths in socio-educational contexts (schools and other local educational institutions);
  • well-being promotion and quality of life improvement in school and related contexts through active participation in the Life Project of disadvantaged students, thus reducing the risk of marginalization.

The course is a training path aimed at building professionals capable of operating in organizational and institutional school contexts undergoing a deeply-rooted and profound transformation, who innovatively interpret the relationship with new concepts of school, technological innovations aimed at improving inclusion, new models of social organization and the most recent neuroscientific discoveries made available to the community to encourage and improve the processes of learning and psychological growth. 

The course aims to provide graduates with the cognitive, methodological and operational tools typical of the professional figure of a school psychologist. Therefore, the following fall within the specific objectives of the course:

  • develop and apply the principles, knowledge, models and methods acquired in the different sectors of psychology, in an ethical and scientific way, in order to promote the development and well-being of individuals, groups, societies and institutions, in order to contribute to the design and the implementation of interventions aimed primarily at activating personal, family and educational resources, strengthening protective factors and promoting health;
  • carry out training and consultancy activities for school/educational staff and families; handle orientation activities for students and families in connection with the social, cultural and productive context of the area; 
  • take decisions, carry out monitoring activities in the school context and evaluate the effectiveness and appropriateness of intervention projects aimed at assessment, under a preventive and diagnostic perspective;
  • employ methods and techniques that are adequate to support and encourage the acquisition of skills by people and groups in critical moments and psychosocial transitions and suitable for the diagnosis in school communities, in order to promote the quality of their functioning and organizational well-being;
  • design mediation strategies to mitigate conflict between individuals and groups in different school contexts and encourage inclusion paths in socio-educational contexts;
  • master the main IT, technological and digital tools such as psycho-pedagogical tools aimed at improving learning, facilitating the transmission of knowledge and promoting healthy communication, mitigating the phenomenon of school dropout; 
  • enrich the students' training path, delving into specific areas related to the field of psychology and specific areas of professional application and which can be inserted in the sectors of the collection of psychosocial data and opinions, in the search and acquisition of information, in the observation of behavior, of reintegration and social integration, in the prevention of hardship, in the promotion of well-being and in the identification and removal of social marginalization of children and adolescents.

Access requirements and admission tests

Access to the master's degree course in the psychology of learning and inclusion processes (LM-51) is possible if the following requirements are met: a bachelor's degree, diploma or other qualification obtained abroad, recognized 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 who come from academic paths other than those previously mentioned need to have accumulated 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. 
The test will include the following domains: psychophysiological processes underlying behavior, 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. 
For detailed information on scheduled access, you can consult the call for admission available on the University website.

As part of the activities related to quality assurance, UNINT, since 2021, is certified in accordance with UNI EN ISO 9001:2015. The first certificate was released on February 8 2021, confirmed for 2022 and 2023. On January 31 2024, the new certification of conformity with the requirements ISO 9001:2015 for "Teaching, training, research and third mission activities" was obtained for the year 2024. This certified the correct definition and execution of the processes implemented within the University.

Simultaneous enrolment in two degree programmes