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This article aims to analyze the conceptions of legality, justice, democracy, citizenship, re-evaluating them in the light of an ethical vision inspired by responsibility or by a com-partecipation of experiences and meanings, of norms and values intimately and authentically perceived as good, healthy, fair, therefore legitimized, from the citizen to the collectivity, as fair and universal. Once again, school and family are the primary and fundamental agencies dedicated to educate young people to an open, critical and elastic mindset and to an inspired and oriented modus operandi aimed to responsible behaviours in co-responsibility with other social actors. Particularly in the family context, the conscious and responsible recovery of the exemplary and educational firmness of adults is essential for an action carried out with intentionality and planning. These aspects should characterize all the educators in any reference context. In the scholastic one, starting from the first attempts at the theorization and widespread dissemination of new ideas of democracy and citizenship, we will explore the current Citizenship and Constitution curriculum, which, ambitiously, includes students and teachers in a path that, starting from the early childhood, could evolve to contests, modalities, knowledges and skills along the ideal continuum that binds the various orders and degrees of schooling.

Starting from youngsters' statements of "little trust" in the main established institutions (including government, politics, police, healthcare, Church, education and family), the author delves into the motivations and effects of the widespread mistrust of the new generations towards the adult society. The reasons seem to include the ethical-moral disorientation and the value void characterizing youth nowadays. Young individuals need certainties, rules and limits allowing them to orientate and regulate themselves in an increasingly fast world, with frontiers that are no longer insuperable. The adults have abdicated from their educational responsibilities, in favor of an elusive friend figure (i.e., the parent-friend, the teacher-friend) that has nothing to do with the healthy and physiological asymmetry allowing the child/adolescent to differentiate him/herself from the adult in order to grow up. Deviance, therefore, defined as having a harmful, offensive and abusive conduct, and leading, in the worst case scenario, to delinquency, becomes an expression of discomfort that does not find alternatives for communication. Considered such an emergency, the author offers methodological recommendations and practical tools, such as orientation, counseling, writing cure, in order to promote prevention, favoring education paths to legality, to spread authentic values, sense of justice, responsibility towards others, desire to collaboration and sharing, aiming to a more human and democratic society.

La pandemia ha palesato l'emergenza di riqualificare, con progettualità innovativo-migliorative, le competenze degli insegnanti in un'ottica inclusiva delle tecnologie digitali e dei linguaggi multimediali contro il disinvestimento politico-economico sulla formazione continua e i retaggi culturali, che negano le potenzialità educative delle ICT, evidenti nei setting formativi virtuali o "ibridi" della DDI. Il contributo propone un approccio integrato delle prospettive socioeconomiche tipiche della glocalisation nell'insegnamento come possibile strategia didattica innovativa, per uno scambio culturale critico, in risposta ai bisogni di una demografia dell'istruzione in costante evoluzione.