G-LAB S.r.l. Impresa Sociale

The organisation operates at a national level, using digital tools and mobile labs to reach schools and partners, offering both in-person and online activities.

Main areas of intervention include:

• scientific and interdisciplinary labs for students of all school levels

• training and professional development for teachers

• events and initiatives on contemporary topics, such as digital education, virtual reality, career guidance, and entrepreneurship

• promotion of STEAM education (Science, Technology, Engineering, Arts, and Mathematics).

G-LAB also manages the Scuola delle Idee Marino Golinelli, the first STEAM secondary school in Italy, and is accredited by the Ministry of Education and the Emilia-Romagna Region for teacher training and higher education.

The initiative was based on the Mastery Learning model, which adapts learning pathways to each student’s pace and needs, with a particular focus on the early years of lower secondary education.

The programme targeted students aged 11 to 15 (from primary to lower secondary school) in Calabria and Campania, regions where greater challenges in mathematics proficiency are observed.

Activities were carried out in collaboration with schools and local stakeholders – including Regional School Offices and the Centro Calabrese di Solidarietà – and included:

• integration of digital tools into mathematics teaching

• continuous training and support for teachers

• real-time monitoring of students’ progress

• blended learning activities (in-person and online).

Key Results (2026):

The programme involved 290 students across 16 classes in Calabria and Campania, recording high levels of participation and continuity. Overall, more than 159,000 minutes of activity were recorded on the platform (approximately 2,650 hours), equal to an average of 548 minutes per student.

• Data show a significant increase in engagement over time, with an average 30% rise in the second year, indicating consolidation of study habits and the model’s effectiveness.

• The program also led to widespread improvements in skills, with high levels of completed exercises and consistent progress, while strengthening students’ autonomy, who began working outside school hours as well.

• Another relevant outcome concerns teachers, who improved their ability to use data to personalize teaching, helping make learning more targeted and effective.

• Overall, the program demonstrated its ability to combine engagement, skills improvement, and educational innovation, laying solid foundations for scalability.

The new programme, Scaling Data-Driven Learning with Khan Academy and AI, aims to expand and consolidate the educational model already tested by extending it to a larger number of schools and enhancing it with advanced digital tools and artificial intelligence solutions.

The initiative promotes a data-driven and personalized approach, with the goal of strengthening not only mathematical skills but also:

• problem-solving

• reading comprehension

• basic digital skills.

The program integrates:

• structured teacher training focused on the analysis of learning data and adaptation of teaching practices

• student-centred laboratory activities grounded in a continuous formative assessment approach

• artificial intelligence tools to support early identification of learning difficulties and the development of metacognitive strategies.

A key element is the sustainability and scalability of the model, ensured through:

• training of internal teacher coordinators

• peer tutoring among students

• blended training sessions (online and in-person)

• provision of digital device kits to facilitate integration into everyday teaching practices.

The model is also progressively extended to other core subjects, such as literacy and languages, promoting a cross-disciplinary approach to the development of fundamental skills.

Through this evolution, the program fosters a more inclusive, evidence-based, and equity-oriented education system, strengthening the ability of students and teachers to use data and technology effectively to improve learning outcomes and develop autonomy.