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INCLUSIVE EDUCATION AND INNOVATIVE TECHNOLOGIES
No. 12 (2026)Issue 12 of Revue ITEC, entitled “Inclusive Education and Innovative Technologies,” brings together a collection of scholarly contributions that explore emerging approaches, policies, practices, and innovative technologies that contribute to creating more inclusive, accessible, and learner-centred educational environments. At a time when educational systems are undergoing profound transformations, the intersection between inclusion and technological innovation has become increasingly significant.
Inclusive education extends beyond ensuring access to learning; it encompasses the creation of equitable educational environments that recognise learner diversity, reduce barriers to participation, and respond to different needs, abilities, and backgrounds. At the same time, the rapid development of digital and emerging technologies is creating new possibilities for enhancing teaching and learning, expanding access to educational resources, and responding to diverse learner needs.
The contributions in this issue address a range of topics, including inclusive education, special needs education, innovative pedagogies, teacher education and professional development, as well as the role of emerging technologies in expanding learning opportunities and addressing the diverse needs of learners. Collectively, the articles underscore the importance of combining pedagogical innovation with inclusive practices to promote equity, active participation, learner empowerment, and lifelong learning.
By bringing together perspectives from different disciplines and educational contexts, Issue 12 seeks to contribute to current discussions on how innovation and technology can be harnessed to address contemporary educational challenges and foster more inclusive and learner-centred educational environments.
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Compétences transversales et avenir de l’enseignement supérieur : vers de nouveaux paradigmes de formation.
No. 11 (26)Au cours des dernières années, les compétences transversales se sont progressivement imposées comme une composante fondamentale des réflexions sur l’avenir de l’enseignement supérieur. Face aux mutations rapides des savoirs, des métiers et des environnements professionnels, les établissements universitaires sont désormais appelés à former des diplômés capables non seulement de mobiliser des connaissances disciplinaires solides, mais également de faire preuve d’adaptabilité, d’esprit critique, de créativité, de collaboration et de capacité à résoudre des problèmes complexes. Cette évolution des attentes a conduit chercheurs, enseignants et décideurs à s’interroger sur les modalités d’intégration de ces compétences dans les cursus ainsi que sur les conditions pédagogiques susceptibles d’en favoriser le développement.
Et c’est dans cette perspective que s'inscrit le volume n° 11 de la Revue ITEC, ce volume fédère une sélection de travaux de recherche orientés vers une question centrale : comment l'enseignement des compétences transversales peut-il enrichir, transformer et consolider l'apprentissage des sciences dans l'enseignement supérieur ? Les contributions regroupées dans ce numéro rendent compte de la richesse et le dynamisme des approches adoptées pour répondre à ce défi, aussi bien sur le plan théorique qu' empirique. Afin de souligner les convergences et les spécificités des contributions, les articles ont été structurés autour de quatre axes thématiques complémentaires.
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Artificial Intelligence in Higher Education: Navigating Opportunities and Risks
No. 10 (2025)
Amplified by the advent of artificial intelligence (AI), the digital revolution is no longer limited to the transformation of tools and intervention contexts. It now seems to be affecting, transforming and even controlling human intervention and presence itself. Education, a human activity par excellence and fertile ground for major changes, is being profoundly affected by the presence of AI in the various human sectors, with disruptive potential for teaching and learning practices.According to a study by McKinsey & Company (2020), AI could contribute to global GDP growth of 0.8% to 1.2% per year by 2030. In education, for example, AI could contribute to significant advances in optimising teaching and learning processes, personalising learning paths according to individual needs and boosting learner engagement.
But to reap the benefits, it is crucial to develop technological infrastructures and an appropriate ecosystem, and to put in place a training system for teachers and educational players (UNESCO, 2021) to support them in the relevant and ethical use of AI.
There are many opportunities for AI to optimise teaching and learning processes and adapt them to take account of the challenges of digital transformation. AI systems make it possible to tailor teaching to learners' individual needs and expectations. In this way, they can provide immediate feedback and support learners' engagement in their learning. In addition, AI tools can help to identify and categorise gaps in learners' knowledge and propose appropriate intervention and remedial strategies and methods.
But the appropriation of AI in education raises major challenges. First of all, there are the ethical issues surrounding privacy and personal data (Berendt et al., 2020). It should be noted that AI tools are not always easy to access for all learners and teachers, which amplifies the inequalities that exist between individuals and between institutions. Finally, the appropriation of AI presupposes the mastery of high-level technical skills, which are often lacking among many learners and teachers (Goksel & Bozkurt, 2019). To meet these challenges, it is essential to train teachers in the challenges of AI and to develop partnerships between educational institutions and players in the technology sector (Chen et al., 2020).
This special issue of the journal I-TEC aims to deepen reflection on the impact of AI in education by exploring the issues, technological challenges and opportunities in education. Participants are invited to explore critically and constructively the role of AI in transforming education for future generations.
