Giancarlo Marzano
The 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 654 of July 5th 2022) who possess solid knowledge and skills with respect to the main theoretical and methodological foundations of psychology, with particular reference to the field of school psychology, as well as the fundamentals of research, within the framework of second-level training, also identified as a standard by the European certification system (EuroPsy). The Course therefore represents a qualification pathway for professionals able to operate in organisational and institutional school contexts undergoing deep and profound transformation, which innovatively decline the relationship with new conceptions of school, with technological innovations aimed at promoting inclusion, with new models of social organisation, with the most recent neuroscientific discoveries made available to the community to promote and improve learning and psychological growth processes.
The training pathway is oriented in a specialised manner in the direction of certain sectors of psychology, including developmental and educational psychology and clinical psychology, but it also provides for the acquisition of transversal knowledge, pertaining to the sphere of general psychology, social psychology and community psychology. The psychologist of learning and inclusion processes (school psychologist) is, in fact, called upon to dialogue with the main educational agencies (especially the school) and, more generally, with the territory, and to work in synergy with all the actors of the school system in order to promote conditions of well-being and prevent situations of psychological distress and/or risk.
Among the most relevant training activities of the Course is the 20 ECTS Practical Evaluation Internship, aimed at acquiring skills, methodologies and operational tools relating to the professional practice of the psychologist of learning and inclusion processes.
The training offer of the Course is also enriched by interactive laboratories – such as the Laboratory on Virtual reality and Artificial intelligence and the Laboratory on Neurophysiology and Neuroenhancement – and makes use of innovative teaching methods (for example Game-Based Learning, Flipped Classroom).
Thanks to UNINT's innovative teaching formula, students can attend both in-presence and live-stream lectures through the UNINT Everywhere platform.
Admission to the Degree course is by means of a competitive procedure involving the evaluation of the curriculum of studies and a mandatory test aimed at verifying knowledge.
Professional profile and career opportunities
The graduate is qualified to practise as a psychologist, with the possibility of working as a psychotherapist after qualifying training in the practice of psychotherapy (specialisation schools). More specifically, the Course is aimed at qualifying the psychologist of learning and inclusion processes (school psychologist). This professional figure will be able to operate within the school system (kindergarten, primary school, and lower and upper secondary school) and practise as a psychologist in the services for children and adolescents of local authorities and in the social-health services of the ASL (local health board), in the socio-pedagogical centres of public and private bodies or as a freelance professional. It will also be possible to carry out training, consultancy and research activities within public and private centres at national and international level.
The main functions associated with the school psychologist profile are:
- apply screening programmes in schools aimed at identifying Special Educational Needs (SEN), Specific Learning Disorders (SLD) , neurodevelopmental disorders and other situations at risk of psychopathology;
- carry out functional assessments developed in a biopsychosocial key (ICF), as a facilitator for the development of a shared vocabulary between educational institutions (school) and health authorities (ASL);
- activate and coordinate interventions aimed at supporting learning and psychological growth more generally from both an affective-relational and cognitive-performance point of view (neuroenhancement, educational reinforcement and soft skills expansion interventions);
- build risk and/or discomfort prevention and mediation programmes and projects to promote inclusion pathways in socio-educational contexts (school and other local educational agencies);
- make decisions, carry out monitoring activities in the school context and evaluate the effectiveness and appropriateness of intervention projects aimed at assessment, in preventive and diagnostic terms;
- promote the culture of inclusion, well-being and a better quality of life in school and similar contexts through activities and interventions aimed at preventing discomfort, removing social marginalisation of children and adolescents and reducing school abandonment and dropout.
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 EMT (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.
Finally, in the field of quality assurance-related activities, since 2021 UNINT has been certified in accordance with 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 pathwayis structured in such a way as to provide solid knowledge and tools of the following topics over the two years of study:
- le cognitive and emotional dynamics that influence learning processes, with a specific focus on motivational mechanisms and strategies for their enhancement;
- la clinical psychology, with reference to developmental psychopathology and the diagnosis of neurodevelopmental disorders;
- educational and developmental psychology, with a focus on the promotion of personal well-being, motivation and inclusion in learning processes;
- the techniques and the methods of investigation and research in educational contexts;
- ethical and deontological rules, policies and principles which regulate professional activity in school and educational contexts
- innovative technologies and tools for cognitive reinforcement and educational inclusion.
Digital skills and laboratories
The professional profile of the curriculum is enhanced by the presence of in-depth thematic laboratories focused on the main skills related to the exit profiles of the Degree course: the Laboratory on Virtual reality and Artificial intelligence and the Laboratory on Neurophysiology and Neuroenhancement.
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 academic year 2025/2026 (Bachelor’s or Master's degree courses in any of the degree courses offered by the University) the possibility of taking, at no extra cost, an international certification examination choosing among the certifications offered in agreement with the University: CAMBRIDGE, CAPLE, DELE, DELF/DALF, TOEFL iBT and TORFL.
Curriculum
academic year 2025/2026
This page contains information about programmes for students who intend to start their academic career in autumn 2025. The information is up to date at the date of publication, although some changes may be necessary.
ECTS
XNUMXst 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
XNUMXnd 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
Adolescent psychology
Models and techniques for inclusive teaching
Learning methodologies and study motivation techniques
Sociology of educational contexts
Technologies in support of inclusion
Adolescent psychology
Models and techniques for inclusive teaching
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.
Adolescent psychology
The course aims to provide students with knowledge on attachment theories, theory of mind, personality development and psychopathological pictures typical of adolescence, analysing cases of adolescent psychological risk and using knowledge to improve learning processes through the "Learner Centered Approach".
Models and techniques for inclusive teaching
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, analysing 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 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 or
Laboratory on Neurophysiology and Neuroenhancement
Laboratory on Neurophysiology and Neuroenhancement
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.
Laboratory on Neurophysiology and Neuroenhancement
The laboratory focuses on exploring neurophysiology and non-invasive brain stimulation techniques (e.g. tDCS) and neuroenhancement 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.
4
2 free-choice courses
Clinical interview methods and techniques or
Deviance psychology or
School dropout and coping strategies or
Orientation psychology and psychological well-being or
Group psychology and intervention in school communities
Clinical interview methods and techniques or
Deviance psychology or
School dropout and coping strategies or
Orientation psychology and psychological well-being or
Group psychology and intervention in school communities
Clinical interview methods and techniques
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 analysing the question during a first psychological interview.
Deviance psychology
The course explores the psychology of deviance, analysing behaviours that deviate from the social norm through the in-depth study of theories and explanatory models, understanding the psychological dynamics underlying deviant behaviours and their implications for society.
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.
Psychology of 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
Study and internship experiences abroad
Given the strong international vocation of the University, UNINT's degree courses offer students the opportunity to spend a period abroad for study or internship purposes thanks to the network of over 100 international agreements stipulated with European and non-European universities. Moreover, the University has over 700 active agreements for internships in public and private sector organisations 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 assessment of starting skills
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 2025/2026 the test will take place on the following dates:
- May 29 | 10:00 pm
- June 19 | 10:00 pm
- July 10 | 10:00 pm
- September 11 | 10:00 pm
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.
For detailed information on limited admission, you can consult the admission notice which will be available on the University website.
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 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
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
