Education and Lifelong Learning in corporate contexts: the pedagogist’s role in the era of digital transformation
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Published:
May 4, 2026
Keywords:
continuous training, professional contexts, pedagogist, educational professional, digital transition
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Abstract
In a knowledge-based economy, continuous vocational training plays a strategic role in sustaining business competitiveness and fostering the personal and professional growth of workers (Pedone, 2021). Often perceived as a spontaneous process arising from workplace experience, corporate training instead requires an intentional pedagogical design capable of integrating organizational and individual needs while combining theory and practice (Federighi, 2012b). This contribution aims to highlight the fundamental role of the pedagogist as an educational mediator and promoter of meaningful learning processes, oriented towards the enhancement of the individual, the development of reflective and relational competences, and the construction of a corporate culture grounded in participation, innovation, and shared responsibility.
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Alerasoul, S., Afeltra, G., Hakala, H., Minelli, E., & Strozzi, F. (2022). Organisational learning, learning organisation, and learning orientation: An integrative review and framework. Human Resource Management Review, 32(3), Article 100854. https://doi.org/10.1016/j.hrmr.2021.100854
Alessandrini, G. (2013). Formazione e organizzazione. Carocci.
Argyris, C. & Schön, D. (1996). Organizational Learning II. Addison-Wesley.
Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. University of Chicago Press.
Bertagna, G. (2013). Lavoro e formazione. Linee di pedagogia del lavoro. La Scuola.
Bonaiuti, G. (2013). Apprendimento situato. In G. Marconato (Ed.), Ambienti di apprendimento per la formazione continua (pp. 334–344). Guaraldi.
Cedefop. (2003). Sistema di istruzione e formazione professionale in Italia. Breve descrizione. https://www.cedefop.europa.eu/files/5139_it.pdf
Demetrio, D. (2001). Manuale di educazione degli adulti. Laterza.
EAEA. (2025). Making technology work for adult learners: Our 6 key research findings. https://eaea.org/2025/09/04/making-technology-work-for-adult-learners-our-6-key-research-findings
European Commission. (2020). European Skills Agenda for sustainable competitiveness, social fairness and resilience. Publications Office of the European Union.
Federighi, P. (2012a). Educazione in età adulta: teorie, strategie, strumenti. Carocci.
Federighi, P. (2012b). L’embedded learning o la formazione incorporata. In P. Federighi, G. Campanile, & C. Grassi (Eds). Il Modello dell’Embedded Learning nelle PMI (pp. 17–24). ETS.
Federighi, P. (2018). Apprendimento permanente e trasformazione delle competenze. FrancoAngeli.
Federighi, P. (2023). Pedagogia e transizioni formative. Nuove sfide per l’apprendimento permanente. Carocci.
Iannotta, I. S., & Scarano, R. (2024). La formazione professionale continua: una systematic review della letteratura. LLL, 22(45), 310–323. https://doi.org/10.19241/lll.v22i45.929
Illeris, K. (2018). Contemporary theories of learning (2nd ed.). Routledge.
Jarvis, P. (2010). Adult Education and Lifelong Learning: Theory and Practice (4th ed.). Routledge.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner (8th ed.). Routledge.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Loock, V. S., Fleischer, J., Scheunemann, A., Froese, L., Teich, K., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education. Perspectives from the adult learner. Frontiers in Psychology, 13, Article 1033524. https://doi.org/10.3389/fpsyg.2022.1033524
Margiotta, U. (2018). Pedagogia e capitale umano. Prospettive per una società della conoscenza. Carocci.
Mayo, E. (1933). The Human Problems of an Industrial Civilization. Macmillan.
Mayo, E. (1945). The social problems of an industrial civilization. Harvard University Press.
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
Mezirow, J. (2003). Apprendimento e trasformazione. Raffaello.
MISE. Ministero dello Sviluppo Economico (2021). Piano Nazionale di Ripresa e Resilienza. https://www.governo.it/sites/governo.it/files/PNRR.pdf
Mortari, L. (2008). Educazione alla riflessività. Carocci.
Nussbaum, M. (2011). Creating Capabilities: The Human Development Approach. Harvard University Press.
OECD. (2019). OECD Skills Outlook 2019: Thriving in a Digital World. OECD Publishing.
OECD. (2025). Trends in Adult Learning: New Data from the 2023 Survey of Adult Skills. OECD Publishing.
Pedone, A. (2021, 22 settembre). Dalla formazione informale allo smart learning. Nuovi scenari per la formazione continua in azienda nella transizione digitale [Conference paper]. XXIII Congresso Nazionale AIV. https://oa.inapp.gov.it/handle/20.500.12916/3304
Quartarone, M. (2011). Don Milani, tra pedagogia e impegno sociale. In D. De Salvo (Ed.), L’eredità pedagogica di Don Milani (pp. 55–59). Quaderni di intercultura, Anno III/2011.
Radovan, M. (2024). Workplace Flexibility and Participation in Adult Learning. Sustainability, 16(14), Article 5950. https://doi.org/10.3390/su16145950
Schultz, T. W. (1961). Investment in Human Capital. The American Economic Review, 51(1), 1–17.
Senge, P. (2006). The Fifth Discipline: The Art and Practice of the Learning Organization. Doubleday.
UNESCO. (2023). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO Publishing.
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.