Inclusive Revolution: is Overcoming Necrodi-Dactics with Exergames an Utopia?

Abstract

Within educational institutions, teaching activities, if not properly planned and modulated, risk resulting in what we might call ‘dispersive inclusion’, where, instead of promoting equity, educational and teaching practices generate alienation and marginalisation, leading to an oppressive educational aridity that we could call ‘necrodidactics’. This concept, which originates from the theory of necropolitics (Mbembe, 2016), not only impoverishes but also stifles students’ creativity and autonomy (Batini et al., 2018), fostering both overt and hidden school dropout rates (Liverano, 2025). Thus, the use of digital teaching technologies emerges as a beacon of hope and renewal, acting as a driving force for inclusive and resilient education and teaching. The latter not only reshapes traditional educational interaction but also significantly enhances student motivation and mitigates dropout rates (Bussu et al., 2020; Molina et al., 2022). In today’s world, there is an urgent need to adopt teaching methods that harmonise the range of opportunities offered by digital technology with the most innovative active methodologies (Peloso, 2023), opening up new educational and teaching horizons that increase autonomy, stimulate deep interest and revive intrinsic motivation in every learner (Barca & Tripaldi, 2024). This synergy is not merely an antidote to demoralising educational practices, but is a driving force towards a fair and resilient educational path. Focusing on an innovative case study in the province of Taranto, our contribution explores how technological and educational innovations can effectively counteract necrodidactic practices, promoting a setting that values self-determination and motivation in students (Zakaria et al., 2024), while working to stem the phenomenon of early school leaving.