This special issue did not arise because of a theoretical problem. About two years ago, we
were working with some colleagues on a research project funded by the Italian Ministry of
Education. The focus of this project was to study the conditions useful to promote innovative
forms of teaching in our universities. We therefore designed interviews, reports and
seminars. Initially, only a few students took part in these initiatives. But, as the research
continued, we increasingly found ourselves asking each other why, whilst studying how to …