This paper describes the aims, the methods, the stages and the results of the research project 'e-University. Information and communication technologies (ICTs) as a factor of change in Italian universities', undertaken between 2003 and 2006 by the Universities of Trento, Perugia and Sassari and the Catholic University of Milan.The characteristics of the four institutions' subjects and objects of the investigation are analysed as case studies and then compared as a cross-case study in the light of the factors that we feel constitute the main areas of concern in the four institutions as to the implementation of ICTs in the teaching/learning process, ie, the characteristics of the governance strategic plan, the choices relating to technology and the choices related to pedagogy. The paper describes the collaborative effort characterising the community of researchers through the different stages of the research. It also analyses how the individual features of each university-relating to its history, the number of students, the range of faculties, the diffusion of e-learning, the driving factors for innovation, the institution's policies-have fostered a lively and fruitful discussion between different view points, thus engendering deeper reflections for each context. The 'e-university' research projectThe ever growing use of the Internet has led to an acceleration of the process of change within universities, which have already been dealing with the changed student demographics, new forms of production and diffusion of knowledge and the highest ever increase in the number of students attending. In particular, the established use of the Web has augmented the hybridisation, with regard to the teaching, technological and organisational models, between traditional and distance universities, giving rise to the

In school contexts, ethical competences are crucial in order to make the teacher able to manage the class dynamics and the relationships with families and colleagues. These competences are all the more necessary to the special education teacher. These competences are neither specified nor defined at regulatory and teacher training level; nevertheless, they are transversally present in many of the skills required to the special education teacher. This paper describes an exploratory research carried out at the University of Sassari in the context of a national research project on moral education in lower secondary school. The aforementioned exploratory research aims to assess the point of view of special education teachers during their training, in order to define adequate training strategies for the development of ethical, reflective and argumentative skills. On the basis of the results, guidelines were set for a training course that is being currently in test phase.   Insegnanti di sostegno in formazione e sviluppo della competenza etica. Un’esperienza presso l’Università di Sassari Nel contesto scolastico la competenza etica dell’insegnante si configura come una competenza molto importante per la gestione delle dinamiche della classe e dei rapporti con le famiglie e con i colleghi. Particolare rilevanza assume per l’insegnante specializzato per le attività di sostegno didattico agli alunni con disabilità. I decreti ministeriali non individuano in modo esplicito questa competenza, che appare come trasversale a molte delle abilità considerate centrali per il profilo dell’insegnante di sostegno. Il presente contributo descrive una ricerca esplorativa realizzata presso l’Università di Sassari, nell’ambito di un PRIN sull’educazione morale nella scuola secondaria di primo grado, che ha la finalità di ascoltare il punto di vista degli insegnanti di sostegno in formazione per definire adeguate strategie formative per lo sviluppo di competenze etiche, riflessive ed argomentative. Gli esiti emersi sono alla base di un percorso formativo in corso di ’prova’ sul campo.