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Objectives and professional roles

Learning objectives

The Master’s Degree Program aims to combine the development of theoretical and methodological knowledge from various, yet complementary, disciplinary fields, with the goal of fostering the following knowledge, skills, and design and technical-application competencies:

  • Multidisciplinary knowledge in the pedagogical, psycho-socio-anthropological, philosophical, legal-economic, and engineering-informatics fields, useful for understanding and analyzing inclusive environments, with particular attention to the interactions between people with disabilities, built spaces, and urban and extra-urban mobility systems;
  • Advanced technological knowledge and skills to design, develop, and apply assistive technologies and innovative digital solutions aimed at improving the accessibility of spaces and services, promoting the autonomy of people with disabilities;
  • Research methodology skills to analyze, design, and evaluate inclusive interventions based on scientific evidence and rigorous methodological approaches;
  • Personal and socio-relational competencies, with particular focus on interaction, communication, listening skills, problem-solving, and decision-making, to address individual needs and complex situations encountered in daily professional practice, and to support designers and policymakers in implementing policies and interventions that respond to cultural diversity and the needs of people with disabilities;
  • Design and operational knowledge and skills to contribute to the planning, implementation, and management of inclusive and accessible environments, integrating advanced technological solutions to enhance the experience of people with disabilities;
  • Innovation and scientific-technological development skills to incorporate the latest discoveries and assistive technologies into inclusive projects, maintaining a continuous improvement approach.
Career opportunities

Graduates in “Design of Accessible and Inclusive Living Environments” can work as employees, freelance consultants, mediators, or experts in the following settings:

  • Public and private educational and training services for people with disabilities, in relation to interventions aimed both at individuals and at the institutions themselves;
  • Public institutions (local authorities, schools, healthcare organizations) interested in developing inclusion and accessibility policies, both internally and externally—for example, through the implementation of public policies, plans, and projects for the creation of public and private spaces and facilities;
  • Educational consulting or clinical rehabilitation centers specializing in assistive technology consulting and inclusive education;
  • Consulting centers serving public and private entities, policymakers, and individuals, specializing in accessibility assessments and the drafting of tailored designs and/or modification plans;
  • Territorial Support Centers, for identifying and using assistive technologies to support students with disabilities in their studies;
  • Welfare organizations that provide support to people with disabilities by implementing technologies to enhance autonomy;
  • Teacher training centers focused on methodologies and technologies for school inclusion;
  • Associations of people with disabilities aiming to develop social actions and interventions in the field.