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The integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities, thoughts and expectations that Italian students in classical high schools have in order to face these new formative changes. For this purpose, a mixed methods approach (qualitative and quantitative) was designed and applied in the context of a classical high school in Cagliari (Italy): a questionnaire on digital skills (N = 128), a set of semi-structured interviews (N = 17) and two focus groups (N = 14). The results obtained allow us to verify that, from the point of view of skills, adolescents are prepared to take on the challenges of transmedia learning (navigation, information management), although their collaboration skills need to be strengthened. On the other hand, from the cognitive and affective points of view, they are positive and enthusiastic about these new possibilities: greater interaction, flexibility, engagement and variety of resources and learning strategies.

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship.

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This work examines the practice of transmedia learning as a valid tool dedicated to the achievement of the student’s educational success. First, a brief conceptualisation of transmedia learning is presented, outlining the characteristic elements of this circulation of new knowledge that is now available to learners, thanks to the continuous development of media; we then review the opportunities and the advantages that transmedia learning offers in terms of enrichment, productive sharing of knowledge and collaboration between students also outside school thanks, above all, to the personalisation of learning. Finally, the possible challenges of this learning are described, aimed at overcoming the resistance still present in the school, in order to successfully govern the educational changes taking place.