University and teaching indicators: the new course of normative innovation

This paper aims at highlighting the growing importance that quality teach-ing indicators defined by ministerial decree no. 6/2019 are progressively gain-ing in the wider framework of university system of accreditation of degree courses, more and more subjected to rigid procedures of monitoring by the National Evaluation Agency (ANVUR). Specifically, this essay focuses on the relevance that teaching indicators have in the current system of accreditation. Parameters and indicators may be better understood through the analysis of the main keywords inspiring decrees 6/2019 and 987/2016, both updating the ministerial decree no. 47/2013, with particular reference to the role that Evaluation Committees play in terms of didactic controlling and improvement. The thorough analysis of teaching indicators should encourage the neces-sary reflection on both best practices and drawbacks featuring the degree course inside every university, so as to fuel a wider meta-reflection on the fu-ture on the academic system in the era of globalization and digitalization. The study of keywords marking the didactic innovation ought to emphasize some of the most relevant reformist tendencies and functional priorities. This is why the paper also deals with the features of the latest Eurostudent report, concerning the impact of recent ministerial actions on the everyday students’ life and academic accessibility. To the fore are the growing cultural, economic and social needs feeding the functional and cognitive shifts ongoing in our universities also because of the pandemic. Higher education institutions are requested to improve the degree of accountability, transparency and democratization of academic life, so as to build an active citizenship of students and stakeholders inside and outside the university environment, despite a reformist anxiety revealing the lack of a long-term policy strategy for the higher education systems in our country.