Present youngsters' educational needs and innovative approaches in teaching

Education lives and experiences, at present, a significant historical moment: wide dis-tances exist between the positions of scholars who state the need of re-considering its ref-erence pedagogical categories and the positions of scholars who urgently ask a renewed at-tention to concrete, actual, didactical – sometimes technical – matters. And, accordingly, a significant debate, within the fields of psychology of education and of pedagogy, focuses on specific related problems: the impact of changes on educational interactions and social lifestyles, the efficacy in teaching, the present learning and cognitive processes of young-sters, their present educational needs. At the same time, data and information reported, all over Europe, by associations, teachers, experts, researchers, demonstrate a growing atten-tion to specific problems that can negatively impact on youngsters’ learning and cognitive future opportunities.