Athens Journal of Mediterranean Studies - Volume 7, Issue 4, October 2021 – Pages 289-302 https://doi.org/10.30958/ajms.7-4-4 doi=10.30958/ajms.7-4-4 For Inclusive and Sustainable Education: The Profile of the Educator and Pedagogist in Italy By Amelia Lecce * and Paola Aiello ± The changes that have characterized contemporary complex societies and the need to affirm the values of social inclusion have led the Italian educational policy makers to debate on the professional quality within the educational field, to study its changes and its social impact. This debate has gradually led to a redefinition of the professional profile of the educator and the pedagogist giving rise to a legislative provision aiming at recognizing, regulating and protecting these professionals. According to this law, in particular, the socio-pedagogical educator and the pedagogist are required to have specific competences that could promote inclusive and sustainable educational actions. The present theoretical argumentative paper aims at presenting a synthesis of the long debate that led to the approval of Law 205/17 in Italy, involving policy makers and Italian scholars and academics in the redefinition of the educational professions. Specifically, it aims at highlighting the rational and the characteristics of the context which have supported the long legislative process within a conceptual dimension that considers inclusive education as an unavoidable framework for social sustainability. Keywords: inclusive education, sustainable education, educator and pedagogist, Italy Introduction The present theoretical paper represents the synthesis of a long debate aimed at the realization of a Reform in Italy on the education professions. Indeed, starting from 2017, political decision makers and representatives of the Italian academic world have redefined the role of the education professions (Law 205/17) 1 . The changes that have characterized contemporary complex societies and the need to affirm the values of social inclusion have conducted the Italian educational policy makers to question themselves about the professional quality of the educational field, to study the changes and the effects on a social level. The norm has redefined the professional profile of the educator and the pedagogist by regulating and preserving the profession. In particular, according to this law, the socio-pedagogical professional educator and the pedagogist are required to have specific skills to carry out activities that take into account the specificity of the profession and the social and inclusive function of an education that can be defined sustainable (Sterling 2006). * PhD Student, Department of Humanities, Philosophy and Education, University of Salerno, Italy. ± Professor, Department of Humanities, Philosophy and Education, University of Salerno, Italy. 1 Legge 205/17, commi 594-601. Gazzetta Ufficiale n. 302 del 29.12.2017. Entrata in vigore 1.1.2018.