MeTis is an International Open Access and peer-reviewed journal of Pedagogy and Education. The purpose of MeTis is to allow suggestions, contaminations, hybridations among Pedagogy and all human sciences. In this way, we intend to enlarge the scapes of reflection and problematization, knowledge and paxis, choise and guidance.
MeTis is a Class ‘A’ Journal in the Sectors ‘11/PAED-01’ and ‘11/PAED-02’ (General Pedagogy, History of Pedagogy; Didactics, Special Pedagogy and Educational Research) of the National Agency for the Evaluation of the University System and Research.
2026-02-24
"MeTis" is now accepting applications for the "MeTis Award".
The MeTis Award aims to promote the essay form of "curatorship" and its role as a generative format for disseminating research in the field of pedagogy and education.
All information can be found here.
2026-01-21
Editor del numero: Marianna Traversetti, Daniela Dato
L’inclusione rappresenta, ancora oggi, una delle sfide teoriche e prassiche più complesse per i professionisti dell’educazione che investe trasversalmente tutti i settori della pedagogia per l’ampia portata che il concetto ha in termini di riflessione epistemologica, sociale, etica, culturale e progettuale.
La call si propone di documentare e valorizzare riflessioni epistemologiche, teoriche, ricerche empiriche ed esperienze che offrano analisi critiche e problematizzanti nel più ampio dibattito pedagogico e scientifico sull’inclusione, con particolare attenzione alla ricerca e azione didattica per tutti gli allievi, specie per coloro che presentano bisogni educativi speciali.
In the event of equal quality ratings of the submitted abstracts, priority will be given to articles written in English..
Deadlines:
Submission of abstracts (only to the e-mail address metis@progedit.com): 2 May 2026
Submission of proposals (only via the Journal's OJS platform): 1 September 2026
Publication: December 2026
Vol. 15 No. 2 (2025): Educational stories, between the great tradition of the Bildungsroman and the new digital narratives
It was at the dawn of the 19th century that Goethe's Wilhelm Meister conventionally marked the birth of the Bildungsroman, the novel of formation, although Redfield repeatedly emphasized the difficulty of defining this literary category in a clear and rigorous manner. This does not detract from the charm and significance of the many expressions of the Bildungsroman, which, in addition to the pleasure of reading itself, also offer the experience of challenge, growth, and transformative learning.
The pedagogical value of this form of writing is evident, as is its transformation in response to social, cultural, imaginal, and, above all, media changes. This defines the scope of interest for the new issue of MeTis, which invites reflections and contributions that can interpret the pedagogical value of narrating stories of formation both traditionally and innovatively. It seems clear to us that we are on the threshold that unites and separates classic and avant-garde narratives of formation, an issue we consider important to explore from a pedagogical perspective.
Published: 2026-01-19