Informatics and Constructionism for Transdisciplinary Teacher Training

Italy has recently reformed secondary school teacher training, introducing–for the first time–3 ECTS specifically dedicated to digital competencies. While these are traditionally approached from a technological and instrumental perspective, this position paper calls for a cultural shift, suggesting informatics as a foundational and transdisciplinary component of teacher education across all subjects. To address this need, the University of Trento introduced the Informatics for Learning course in its teacher training program. This paper examines the course design, implementation, as well as participants’ reflections on potentially applying its content within their disciplines. Guided by a constructionist approach, the course emphasized active exploration and reflection, helping teachers understand how integrating informatics fosters critical thinking and metacognition. The paper highlights the transformative potential of informatics in teacher training and its importance for preparing educators for the challenges of a rapidly evolving digital society.