C.01. Continuity, Pedagogical Care, and Educational Justice in Hospital and Home Instruction

Hospital and home instruction represent contexts in which the capacity of education systems to guarantee rights, continuity, and participation is critically tested. Illness exposes students to concrete risks of educational discontinuity, isolation, and reduced learning opportunities. In these settings, the pedagogical dimension plays a central role in supporting students’ learning pathways through relational care, personalized approaches, adaptive teaching practices, and coordinated professional collaboration.
The panel aims to examine how these contexts make visible several fundamental issues for democratic education, including equitable access to learning opportunities, the quality of educational relationships, the organization of teachers’ work, and the ability of institutions to ensure continuity and coherence in students’ educational trajectories. Available evidence shows that service fragmentation, territorial disparities, and the complexity of students’ needs significantly affect the schooling experience of learners undergoing medical treatment.
The panel welcomes theoretical and empirical contributions addressing the pedagogical and ethical foundations of education in contexts of illness; teachers’ professional practices and their interactions with students and families; organizational and didactic strategies designed to support educational continuity; and policies and governance frameworks that influence access to and the quality of hospital and home instruction. The objective is to highlight the specific contribution of pedagogy in interpreting, sustaining, and guiding educational action within care-related learning environments.