In recent decades, the processes of globalization and digitalization, along with the rapid and pervasive spread of artificial intelligence algorithms, have made modern society increasingly complex and interdependent. This scenario has driven individuals to develop skills that go far beyond traditional academic knowledge. In this context, economists, sociologists, psychologists, and scholars from various fields have broadened the concept of human capital by including nontraditional personal aspects. Numerous studies have highlighted a significant correlation between socio-emotional skills and outcomes in education, employment, and personal life. In line with these considerations, the ENRICH project (Evaluating Non-cognitive Skills for Resilience Innovation and Change) was launched to analyze non-cognitive skills among Italian children. The study examines how territorial context and gender stereotypes may influence the development of these abilities, which are essential for educational success and adaptation to labor market dynamics. The investigation involved a representative sample of 10-year-old students from Italy’s macro areas (NUTS-level 1), evaluating capacities such as resilience, emotional management, and innovative aptitude. The project aims to go beyond traditional cognitive indicators, highlighting the role of territorial inequalities and gender stereotypes in shaping human capital during school years. The research adopts a quantitative approach based on the administration of measurement tools adapted to the Italian context and grounded in the theoretical framework developed by the OECD in the Survey on Social and Emotional Skills (SSES). The data collected were integrated with those from INVALSI surveys, allowing for a multidimensional analysis that encompasses cognitive and non-cognitive factors, as well as socio-economic and contextual variables. The application of econometric models enabled the identification of the main determinants in the development of non-cognitive skills, with particular attention to the role of the family environment, territorial disparities, and the influence of gender stereotypes.

The analysis revealed significant territorial gaps: on average, students from Southern regions exhibit lower levels of non-cognitive skills compared to their peers in the Northern and Central regions. This evidence suggests that socio-economic conditions and territorial peculiarities significantly influence the development of transversal skills. Moreover, the investigation into gender stereotypes uncovered marked differences already at school age, indicating that deeply rooted cultural biases can contribute to the early consolidation of inequalities. The study provides valuable insights for the formulation of targeted educational policies, underlining the urgency of specific interventions to reduce territorial disparities and counteract gender stereotypes.

Keywords: Socio-emotional skills, human capital, gender gap, Italian student.