Video Education and the Development of Non-Cognitive Skills: A Proposal for an Integrated Curriculum - A Case Study

This article analyzes the implementation of a vertical curriculum in video education within the first cycle of schooling and its impact on the development of pupils' transversal and noncognitive skills. Through a use-inspired qualitative research design based on the case study of the Istituto Comprensivo D. Cosola in Chivasso (a small city in northern Italy), the investigation integrated data from participant observation, questionnaires, focus groups with the teaching team, and analysis of the audiovisual artifacts produced. The findings show that the mobile video-education laboratory, embedded within a spiral narrative pathway, generated significant improvements in resilience, self-efficacy, collaboration, and critical thinking across all school levels involved. The study suggests that the model can be scaled up even in contexts marked by high institutional variability, identifying teacher education oriented towards vertical co-design as the systemic condition required for video education to become a privileged pedagogical device for the development of noncognitive skills.