Theoretical and methodological framework of the Recognise research. Recognising educational professions within the horizon of a taxonomy

Abstract

The essay offers an analysis of the current configuration of educational, pedagogical and non-teaching formative professions, highlighting their complex, plural, hybrid, and continuously evolving nature. Starting from an initial historical and regulatory overview, it identifies the potential limitations of existing classification systems (ISTAT, INAPP, UniTo, ESCO). The study Recognise. Skills builders for the community well-being advances a taxonomic approach conceived as a living framework, capable of making visible the submerged pedagogical resources and supporting processes of social recognition of educational professions grounded in complexity, semantic interoperability and the centrality of competences, with the aim of strengthening their structural attractiveness.