Corporeality and educational sustainability: embodied perspectives for a transformative pedagogy.

This article analyses the contribution of the theories of embodied cognition, body pedagogics and the corporeal device to redefine learning paradigms in a sustainable way. Integrating theoretical reflections, sociological analyses and empirical cases, it proposes an educational approach that values corporeality as an epistemological, relational and political resource. In particular, the work brings international contributions into dialogue with ap-proaches developed in the Italian context, highlighting how educational sustainability requires complex, multimodal and culturally sensitive environments. The article discusses the peda-gogical, design and institutional implications of the embodied approach, emphasising the role of the body not only as a learning tool, but as a central actor in the construction of inclusion, citizenship and educational transformation.