Emerging learning needs and the silent student: an exploratory study across pedagogical categories

This research investigates the phenomenon of student silence
within the university setting, analyzing its causes and
its impact on academic dropout. A preliminary qualitative
analysis, conducted with university professors, has outlined
a profile of these students characterized by vulnerability, immaturity,
and relational difficulties, exacerbated by the pandemic
context and distance learning. The preliminary results
suggest the need for innovative and personalized pedagogical
interventions, focused on students’ psychological well-being and active involvement in learning. It is essential to strengthen
teachers’ relational skills, promote learning communities,
and offer support services. The importance of an interdisciplinary
and integrated approach to address the phenomenon
of student silence emerges, improving students’ well-being
and academic success.