Axis 1 – The ecosystem of knowledge production in Education

The epistemological and methodological statuses of research in Education seem stabilized; researchers from different disciplines now work together on highly diverse subjects. However, by linking concepts from other disciplines, how can we preserve their richness without simplifying them and avoid dissolving this work into other disciplinary fields?

In a context of open identity where educational and social demand is strong, multidisciplinary methods and the plurality of objects often prove impractical, and injunctions alone are insufficient. From the approach of multi-referentiality (Ardoino, 1977) to that of co-disciplinarity (see, for example, Blanchard-Laville, 2000), what are the contributions and how can we concretely translate cooperation between researchers from multiple disciplines?

Between power struggles and juxtaposed analyses, how can we build a common identity that connects different elements within a federating societal ecosystem? What role will French-language research play in the globalised, hierarchical production of knowledge?

Axis 2 – The new “virtual universe” of Education and training

There is an urgent need to systematise the repercussions of digital culture on relationships to knowledge, whether true or accurate, to the evaluation of knowledge, to training systems and to interpersonal and intergenerational relationships.

What are the developments in this new educational ecosystem, and what shared future does it point to?

Young researchers in Education: what recognition for their work and communication in all its forms?

How can we reduce the gap between (public) educational policies and social expectations (depreciation or distrust of social policies)? And societal realities?

What consultations with partners and stakeholders in the education systems need to be initiated and implemented in order to develop a new role for education?

How and with whom can we build a framework for ethical awareness around technological advances?

Axis 3 – Transformations in the educational ecosystem

What are the current and future impacts, especially in Higher Education? Do they affect all levels of education equally? What are the results and challenges of social equity and inclusion policies in higher education?

What are the impacts on the academic value of degrees and studies? On the training of young researchers?

How can we construct an original reflection on this transformation and consider the various aspects of such a policy? To what extent does society derive qualitative benefits from it, toward a more equal/fair, democratic/inclusive, and responsible society?

Who are the partners of teachers and researchers within universities, research centers, employment development institutions, and national levels, in order to effectively feed the public debate and political action? What priority should be given to the pursuit of quality, which in turn must not become a commercial component?

How can diplomas in different fields be enhanced while considering their ecosystem?

Axis 4 – Analyses of performance in Education

To what extent must interdisciplinary cooperation be ideological, operational, didactic, or thematic?

Selected bibliography

Ardoino J. (1977). Éducation et politique, France, Paris: Gauthier-Villars.

Attias-Delattre V. (coord) et al. (2023). La profession d’enseignant eu fil des crises multiformes de légitimité (Amérique du Sud et France), France, Paris: L’Harmattan.

Baron J-L. (2019). “Les technologies dans l’enseignement scolaire : regard rétrospectif et perspectives,” Les Sciences de l'éducation - Pour l'Ère nouvelle, vol. 52, pp. 103-122.

Blanchard-Laville C. (2000). Co-disciplinarity in the educational sciences, Revue française de pédagogie, no. 132, pp. 55-66.

Callon M., Lascoumes P. & Y. Barthe (2001). Agir dans un monde incertain. Essai sur la démocratie technique, France, Paris: Seuil.

Comby J-B (2009). “When the environment becomes media-driven. Conditions and effects of the institutionalization of a journalistic specialty,” Réseaux, vol. 5–6, pp. 157–190.

Didou Aupetit S. & Marmoz L. (2015). L'Évaluation de la recherche universitaire. Contextes et efficacité, France, Paris : L'Harmattan. 

Janner-Raimondi M. & Pernot D. (2022). Daring Interdisciplinarity – Crossed Encounters Around the Living, France, Paris: Teraèdre.

Rayou P. (2019). “Collaborating to understand educational phenomena,” Les Sciences de l'éducation – Pour l'Ère nouvelle, vol. 52, pp. 11–27.

Stamelos G. (2024) La démocratisation de l’enseignement supérieur en Europe. Le cas hellénique, France, Paris : L'Harmattan.

UNESCO, International Commission on the Futures of Education (2021), Reimagining Our Futures Together: A New Social Contract for Education, internal publication.