Sapienza and ALMA: the university steps up its digital training efforts

The evolution of artificial intelligence and digital technologies is profoundly changing the way we study, teach and acquire skills. In this context, universities are called upon to rethink educational models, tools and methodologies, supporting the digital transformation with an approach that combines innovation, quality of teaching and the development of human capital. It is within this framework that ALMA – Advanced Learning Multimedia Alliance Digital Education Hub, a project funded by the National Recovery and Resilience Plan and coordinated by the University of Naples Federico II, which involves a network of Italian universities committed to experimenting with new ways of learning and promoting advanced digital skills.
Among the key players in the project is Sapienza University of Rome, which is pooling its expertise in the fields of artificial intelligence, immersive technologies and educational innovation. The aim is to develop tools and programmes capable of meeting the needs for increasingly flexible, accessible and skills-oriented education, in line with the demands of the digital transformation. “This commitment,” says Rector Antonella Polimeni, “forms part of a broader strategy pursued by the University in recent years, which has also been recognised at European level through our participation in the ‘Digital Skills Academies’ dedicated to artificial intelligence, quantum technologies and virtual worlds.”
Within the Digital Education Hub, solutions are being trialled that integrate traditional teaching methods with digital tools. The production of MOOCs, micro-credentials and multimedia content goes hand in hand with the development of remote laboratories and immersive environments, with the aim of expanding learning opportunities and promoting the continuous updating of skills. The idea is to build an ecosystem in which technology does not replace the educational relationship, but rather strengthens it, offering personalised learning pathways and new ways for students and teachers to interact.

One of the flagship projects is AI-LEARN, which is dedicated to innovation in medical education. The platform uses artificial intelligence and adaptive learning systems to analyse students’ progress and suggest teaching materials, exercises and clinical cases tailored to their needs. This makes it possible to create personalised learning experiences, improving clinical reasoning and supporting the development of professional skills in increasingly complex contexts. These features are complemented by virtual reality and mixed reality applications, three-dimensional simulators and haptic interfaces that enable the recreation of realistic scenarios in which to practise safely before engaging in fieldwork.
Immersive technologies are also used in numerous other academic disciplines. From the life sciences to engineering, and from economics to communication, students can engage with virtual laboratories and simulations that enable them to develop analytical skills, problem-solving and decision-making through experiences that are difficult to replicate using traditional teaching tools. The ability to integrate physical and digital environments makes learning more engaging and facilitates the acquisition of practical skills.

Another cornerstone of the initiative is Sapienza Remote Labs, the platform that enables university laboratories to be used remotely. Through a web-based infrastructure, students, researchers and external users can book work sessions and access physical, virtual or digital twin-based laboratories, overcoming traditional geographical limitations. Among the applications developed is SAPeRLO, a remote laboratory dedicated to optics, designed to make scientific experimentation more accessible and to promote the dissemination of technical and scientific skills.
Artificial intelligence is also being used to improve services supporting teaching. One such example is RITA, the chatbot integrated into the University’s learning platform, which uses Retrieval Augmented Generation techniques to facilitate access to course materials and support students in their studies. Alongside these tools are collaborative platforms such as Perusall, which promote shared reading, peer interaction and the monitoring of student engagement.
Overall, the ALMA project is an example of how research, technological innovation and education can converge to build more effective and inclusive educational models. For universities, the challenge lies not merely in adopting new technologies, but in training professionals capable of understanding their potential, managing their impacts and using them responsibly, thereby contributing to the country’s economic and social development.