The undergraduate programme in “Philosophy and Digital Transformation” has been designed as a philosophy course with a strong computer science component, in which an application of digital issues to social, economic, business, and education domains is expected in year 3. Therefore, the programme structure firstly provides, in years 1 and 2, training courses in all philosophical disciplines, both theoretical and practical (from theoretical philosophy to moral philosophy, aesthetics, and philosophy of law), together with courses dedicated to historical development of philosophy (history of ancient philosophy, history of medieval philosophy, history of modern philosophy, etc.). This first part of the programme will allow the students to obtain a robust knowledge of the terminology and the methods concerning the analysis of problems, argumentative modalities, and the approach to texts, as well as an in-depth knowledge of the history of philosophical and scientific thought from antiquity to the contemporary age, such as to allow graduates to delve into contemporary debate in all fields of philosophical (logical-theoretical, epistemological, ethical, aesthetic, etc.) research.

Secondly, alongside other humanistic courses (history, sociology, linguistics, etc.), years 1 and 2 of the programme include courses in computer science (data bases, computer networks, digital laboratories, human-machine interaction, etc.). These courses allow achievement of skills connected with the management, interpretation and communication of data and information using computational and digital tools. The balance between courses aimed at philosophical training and courses aimed at obtaining computer knowledge is designed and programmed in such a way as to allow the gradual development of the interdisciplinary skills expected by the programme.

In year 3, the programme structure provides a differentiation of the teaching courses in three curricula. A first curriculum area includes courses that are ideal for providing knowledge and skills related to the use of computer science and digital technology in business systems and the dynamics of production world. A second curriculum area includes courses suitable for developing knowledge and skills related to the world of communication and information, especially as regards the digital tools that the latter use. A third curriculum area provides courses suitable for delivering basic notions related to training and teaching, in particular, through information systems and digital tools.

Concerning the organization of teaching, the employment of teaching methods and tools is flexible and includes frontal lectures, seminars in which the content of lectures is deepened, and tutorials. In addition, specific laboratories will be activated which are dedicated to the use of various computational and digital tools. The modality of teaching delivery can be modulated according to the specific needs of the students enrolled in the programme; in any case, at least two courses per year will be delivered in mixed mode. Support activities are planned which suit students with specific needs (non-resident students, international students, workers, students with disabilities). The modalities in which learning materials will be provided are also differentiated and flexible, and they involve the use of the University's e-learning platform. Given the specificity of the course of study, we expect the use of different forms of multimedia education and distance learning.

TECHNICIAN OF ORGANISATION AND MANAGEMENT OF PRODUCTION FACTORS

Function in a work context:

The main task of the technician of organization and management of production factors in a work context is promoting the innovation of work processes, assessing the effectiveness of the innovations adopted and, in general, evaluating the quality of the work performed.

Skills associated with the function:

The computer skills acquired during the programme are further supported and refined by the skills of problem analysis, exercise of critical sense and communicative interrelation developed by philosophical training, which extends the opportunities of an optimal insertion in the work context. In particular, a curriculum dedicated to digital and innovation issues is aimed, during year 3 of the programme, to the training of this professional figure.

Job opportunities:

This professional figure carries out qualified tasks in both private industry and public bodies, as management analyst, management control officer, and work organization technician.

TECHNICIAN OF DIGITAL COMMUNICATION

Function in a work context:

The main task of the digital communication technician is preparing or managing communication strategies, taking care of the brand or company’s image, looking after relations with media, which also includes mastery of computational tools and knowledge of the world of media.

Skills associated with the function:

The computer skills acquired during the programme are further supported and refined by the skills of problem analysis, exercise of critical sense and communicative interrelation developed by philosophical training, which extends the opportunities of an optimal insertion in the work context. In particular, a curriculum dedicated to digital and innovation issues is aimed, during year 3 of the programme, to the training of this professional figure.

Job opportunities:

This professional figure can take the role of head of social communication and head of internal communication, in both corporate and public bodies. Indeed, the figure of information broker has acquired an increasingly crucial role in the new information society, and its employment opportunities are transversal in both the public and private sectors.

PROFESSIONAL TRAINING TEACHER

Function in a work context:

The professional training teacher can design and offer training courses (i) using digital tools for the acquisition of specific professional skills and (ii) operating within both companies and professional training institutions.

Skills associated with the function:

The computer skills acquired during the programme are further supported and refined by the skills of problem analysis, exercise of critical sense and communicative interrelation developed by philosophical training, which extends the opportunities of an optimal insertion in the work context. In particular, a curriculum dedicated to digital and innovation issues is aimed, during year 3 of the programme, to the training of this professional figure.

Job opportunities:

This professional figure can take the role of trainer in a business environment, to respond to the multiple and ever-new needs for continuous training in the economic world.

The course prepares for the profession of (ISTAT codes)

Production factors organization and management technicians - (3.3.1.5.0) Advertising technicians - (3.3.3.6.1) Teachers in vocational training - (3.4.2.2.0)