WORKING TOWARDS AN EDUCATION POLICY FOR PROMOTING INTERACTION AMONG EDUCATIONAL INSTITUTIONS AND FAMILIES

Abstract

This article addresses the growing need for coherent European education policies that explicitly recognise families as strategic partners in educational processes. Focusing on the Italian case as an illustrative example, the paper analyses the evolution of school–family relationships from formal participation towards substantive educational co-responsibility. Drawing on pedagogical and sociological theory, national and European normative frameworks, and comparative evidence from OECD reports, the study highlights the central role of relational practices, teacher professionalism, and school autonomy in promoting effective interaction between educational institutions and families. The analysis underscores how persistent educational inequalities across Europe are closely linked to family background, thereby reinforcing the urgency of policy approaches that support structured, dialogical, and inclusive school–family partnerships. The article concludes by proposing operational orientations aligned with European policy priorities, aimed at strengthening shared educational responsibility and fostering students’ autonomy, equity, and long-term educational success.