Published: 6th October 2026 08:45 (UTC)

From 11 to 13 September 2026, the INAF Observatory of Astrophysics and Space Science in Bologna hosted the second edition of SPRITZ – STEAM Practices for Italian TeacherZ, a professional development programme for teachers focused on innovative approaches to science education.

The course brought together 27 teachers from across Italy, mostly from lower- and upper-secondary schools, for three days of training, experimentation and discussion. The 2026 programme focused on three main educational approaches: Game-Based Learning, Inquiry-Based Learning and Universal Design for Learning.

A key feature of this edition was its practice-first structure. Teachers experienced activities as participants before analysing them together, identifying the educational choices behind them and discussing how they could be adapted to different classroom contexts. This approach encouraged participants to move beyond individual activities and think in terms of complete learning pathways.

Teachers were also invited to combine different formats, including classroom teaching, laboratory visits and educational games, into interdisciplinary sequences. Activities such as Cosmo Hunters and Exoplanets in a Box were used not only to explore astronomy, but also to introduce broader topics such as light, biology, the conditions for life and environmental science.

Inclusion was another important focus of the 2026 edition. A new version of the Cosmo Hunters game was tested during the course, including the ColorADD system, which uses symbols to make colours distinguishable for people with colour vision deficiency. The activities were also reviewed through the lens of Universal Design for Learning, with dedicated tools used to reflect on accessibility and participation.

SPRITZ is designed to continue beyond the three in-person days. During the school year, participating teachers will take part in follow-up sessions to share how they implemented the activities, discuss adaptations and challenges, and develop new ideas emerging from classroom practice.

         

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