The present report provides an interdisciplinary analysis on how remote training (hereafter referred to as FaD) is employed for the acquisition of soft skills in professionalizing apprenticeship, in consequence of its being a crucial asset for a modern vocational training system within the context of the digitalization of training systems. The research showed that the implementation by Regions of national provisions aimed at pandemic containment brought about strong uniformity in regional FaD regulatory models within the territorial context being studied: Lombardia, Piedmont and Latium regions. The study also highlighted that, if not adequately planned and managed according to interactive methods, FaD may have a negative impact both on learning quality and on dynamic relationships among apprentices. Conclusions suggest policy guidance for the implementation of remote training in apprenticeship.
