ABSTRACT
This chapter examines the structural inequalities and policy challenges shaping Italy's education system before, during, and after the COVID-19 pandemic. It investigates how systemic factors and institutional structures influenced educational trajectories and explores the extent to which pandemic-related disruptions affected learning outcomes. Drawing on cohort-to-cohort data from PISA and INVALSI assessments, the analysis evaluates variations in both cognitive and non-cognitive skills over time, considering academic resilience and the broader implications for educational development. The chapter further evaluates Italy's policy responses to the crisis, focusing on the balance between infrastructural investments and targeted academic recovery measures. By critically examining these interventions, it discusses the need for evidence-based reforms to enhance equity and resilience within the education system. Through this approach, the chapter aims to contribute to the discourse on education policy and recovery strategies, offering insights into how national education systems can adapt to ongoing and future challenges.
