The Necessity of Digital Inclusion in University Teaching** is increasingly recognized, driven by years of continuous technological advancement and now considered a global priority. In Italy, the National Digital School Plan (PNSD) identifies digital technologies, alongside active teaching methods, as critical enablers for achieving "360-degree inclusion" by helping to remove barriers to learning. Schools and universities are thus tasked with designing educational pathways that better align with students' personal inclinations, aiming to enhance the unique characteristics of each individual's personality.

This paper represents the initial phase of a pilot study conducted with students enrolled in the course "Physics for Primary and Early Childhood Education" at the University of Palermo. It seeks to highlight the benefits of combining blended teaching approaches with active teaching methodologies, specifically Problem-Based Learning (PBL). In PBL, a problem inspired by the participants' learning context serves as the starting point for a learner-centered process. Students, working in small groups with a facilitator, collaborate to solve the problem, becoming the primary agents of their own learning. Through this process, they experience active learning, problem-solving, and concept construction by engaging in investigative methods—particularly the hypothetico-deductive reasoning central to the discipline of physics.

The adaptation of PBL for an e-learning context has ensured the preservation of the method's core features, including the seven steps that characterize the PBL cycle:
(1) clarifying the terms of the problem,
(2) defining the problem,
(3) analyzing the problem,
(4) organizing hypotheses,
(5) formulating learning objectives,
(6) researching and studying reference materials, and
(7) solving the problem.

The provision of well-structured and realistic problems proved crucial in reducing the perceived cognitive load. Furthermore, in the Moodle course, the activities and texts produced within various groups shaped how individuals interacted within their teams. This aspect is particularly significant when connected to active and participatory classroom practices that not only motivate the use of the platform but are themselves enriched in a circular manner by its use. A k-means cluster analysis based on students' responses regarding the use of online PBL and Moodle revealed a heterogeneous response structure, ranging from strong enthusiasm to neutrality, with some moderate positions in between. While the majority of students appear to favor the proposed teaching method, it is evident that some groups could benefit from more tailored adaptations. This finding underscores the importance of exploring how the PBL method and Moodle can be made more engaging for students who demonstrate lower interest in the proposed methodology.

Keywords: Technology, education, problem based learning, pedagogy, Moodle.