This paper explores the publications on Global Education and Learning (GEL) from 2012 to 2021 included in the Italian chapters of Multilingual Global Education Digest (Faggioli & Locatelli, 2020; Faggioli & Inguaggiato, 2021; Vittori et al, 2022). The analysis aims to understand the evolution of GEL conceptualization and connect to international, European and national key policy events. The preliminary results suggest that GEL faces several challenges to embed into the Italian pedagogical context compared to other European countries. In Italy GEL is rooted in two main educational approaches: a) intercultural education, b) education for international cooperation or development education. In earlier period, the main scientific contributions on GEL in Italian are developed from studies on the inclusion of students with migrant background (Catarci et al., 2020; Fiorucci, 2017; Loiodice, 2020; Premoli, 2008; Santerini, 2010; Surian, 2019; Tarozzi, 2003, 2005, 2008b, 2015). There were fewer publications on studies and research on international cooperation and development education, which remains a topic more related to the work of NGOs and development cooperation activities. This dual nature of GEL emerges also from the analysis of the scientific literature dedicated to formal education. GEL is mentioned since the 2012 in ministerial guidelines (National Indications for Pre-school and First Cycle of Education, 2012), however it still remains marginal in the school curricula (Franch, 2020). The development observed in school educational practices (and consequently described in publications) strongly relates to the work of NGOs and the intertwining of NGOs and schools (Tarozzi Inguaggiato, 2018; Tarozzi, 2020, Damiani, 2020). In 2018, the Italian Strategy for GCE was adopted as a result of a collaborative work of NGOs, local authorities and some universities (Surian, 2019, Franch, 2020)). In 2020 and 2021, the growth of GEL publications seems to relate to Sustainable Development Goals Agenda and the introduction of compulsory civic education in the first and second cycle of education (Law 92/2019). Understanding the interconnections between GEL publications and implementation into educational practices can contribute to identify elements that favor and hamper integration of this educational approach into the formal and non-formal education in Italy.

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