Issue Fall 2025 - Call for Proposals - Special issue

Posted on 2024-12-13

Digital Accessibility and Equity, Diversity, and Inclusion (EDI): The Learner at the Center of Digital Learning

Send a notice of intention until January 26, 2025

Learners, whether engaged in initial training, continuing education, youth education, post-secondary studies, or organizational learning, participate in their learning with evolving skills, diverse life experiences, and expectations. Providing innovative learning contexts and flexible digital training, both in-person and online, thatare more inclusive and tailored to learner needs (Ministère de l'Éducation et de l'Enseignement supérieur, 2018; UNESCO, 2021) is essential to place them at the heart of our concerns, advance scientific research, and address critical societal challenges of the 21st century (Joynes et al., 2019; UNESCO, 2023). To improve the quality of education provided to an increasingly diverse learner profile (Annoot et al., 2019; Conseil supérieur de l'éducation, 2019; Pelletier et al., 2023), various approaches can be considered, including implementing innovative pedagogical methods or enhancing educational experiences that foster engagement, motivation, and persistence.

To ensure an inclusive environment for all learners, improving Digital Accessibility (Hatot,2023) and Equity, Diversity, and Inclusion (EDI) approaches in education seems judicious. Such approaches allow learners to thrive in a supportive and conducive learning environment (European Commission, 2022). Considering EDI in research (Stockless & Brière, 2024) and training contributes to the design of more inclusive systems and the development of professional skills among learners (CFSG, 2020).

This call for papers aims to disseminate knowledge on the topic of Digital Accessibility and EDI, placing learners at the center of digital learning. It explores various elements such as theories and models, methods, systems, and tools that provide scientific and practical insights into the use (Plantard, 2014) of digital tools in teaching and learning. The call encourages sharing knowledge, scientific and methodological advances, as well as reflections, achievements, and experiences. Multidisciplinary, interdisciplinary, and systemic perspectives are encouraged to enrich discussions. This thematic issue provides a platform for reflecting on these challenges in various educational contexts. Educational institutions, universities, as well as private, public, and community organizations are invited to contribute by submitting an intention to publish in the section of their choice (research article, practitioner article, debate and discussion, etc.) to collectively explore these challenges.

Considering current societal and educational challenges related to Digital Accessibility, Accesibilisation (Ebersold, 2019), and EDI, we invite you to submit a publication addressing the following questions:
• What are the challenges, barriers, or critical reflections emerging from educational contexts concerning EDI and digital accessibility, learners, and digital tools?
• What are the current issues and challenges in inclusive assessment practices, particularly with digital tools that place learners at the center of their learning?
• How can digital tools, viewed through the lens of EDI principles, be incorporated for learners?
• Which theories, models, and methodologies provide insight into digital accessibility and EDI in relation to digital learning and assessment?

 

We welcome various types and formats of publication (research, practitioner, student, debate, etc.) written in French, English or Spanish.

References

Annoot, E., Bobineau, C., Daverne-Bailly, C., Dubois, E., Piot, T. & Vari, J. (2019). Politiques, pratiques et dispositifs d’aide à la réussite pour les étudiants des premiers cycles à l’université: bilan et perspectives. Paris: CNESCO. https://hal.archives-ouvertes.fr/hal-02342790

CFSG. (2020). Introduction à l’équité, la diversité et l’inclusion en enseignement supérieur et en recherche. Quoi et pourquoi? https://cfsg.espaceweb.usherbrooke.ca/download/4456/

Conseil supérieur de l'éducation. (2019). Les réussites, les enjeux et les défis en matière de formation universitaire au Québec. Le Conseil. https://www.cse.gouv.qc.ca/wp-content/uploads/2019/12/50-0521-avis-reussites-enjeux-defis-universitaire-1.pdf

Ebersold, S. (2019) . La grammaire de l’accessibilité. Éducation et Sociétés, 44(2), 29-47. https://doi.org/10.3917/es.044.0029

European Commission. (2022). Towards equity and inclusion in higher education in Europe. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/631280

Hatot, F. (2023). Accessibilité Numérique. Doucey, B. & Goï, C. (dir.) . Vocabulaire de l’ingénierie pédagogique. PUFR. https://hal.science/hal-04147120

Joynes, C., Rossignoli, S. & Amonoo-Kuofi, E. F. (2019). 21st Century Skills: evidence of issues in definition, demand and delivery for development contexts. https://assets.publishing.service.gov.uk/media/5d71187ce5274a097c07b985/21st_century.pdf

Ministère de l'Éducation et de l'Enseignement supérieur. (2018). Plan stratégique 2017-2018. Ministère de l'Éducation et de l'Enseignement supérieur. Gouvernement du Québec.

Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., N., A. & Grajek, S. (2023). 2023 EDUCAUSE Horizon Report. Teaching and Learning Edition. Louisville, CO: EDUCAUSE. https://library.educause.edu/-/media/files/library/2022/4/2022hrteachinglearning.pdf?la=en&hash=6F6B51DFF485A06DF6BDA8F88A0894EF9938D50B

Plantard, P. (2014). Usages des technologies numériques: innovations et imaginaires. Musso, P.(dir.). Industrie, imaginaire et innovation, 57-68.

Stockless, A. & Brière, S. (2024). How to encourage inclusion in a qualitative research project using a Design-Based Research methodology. International Journal of Qualitative Methods, 23(1-9). https://doi.org/10.1177/16094069241227852

UNESCO. (2021). Repenser nos futurs ensemble. Nouveau contrat social pour l’éducation. https://unesdoc.unesco.org/ark:/48223/pf0000379705

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education – A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501

 

 

Timeline

  • Notice of intention: until January 26, 2025
  • Full paper due: until February 23, 2025
  • Review provided: May 5, 2025
  • Revised paper due: June 2, 2025
  • Publication: October 2025

Send a notice of intention until January 26, 2025

If you want to submit an article, we invite you to send a notice of intention to both the issue coordinator and the editor in the following format and sequence:

-Title;

-Article type (research, practitioner, debate, etc.);

-Summary (half-page).

  • Title;
  • Type of contribution (research article, practitioner article, student article, debate article, etc.);
  • Half-page summary.

Coordination of the special issue:
Francois Hatot, Université de Tours (francois.hatot@univ-tours.fr)
Alain Stockless, Université du Québec à Montréal (stockless.alain@uqam.ca)
Sophie Brière, Université Laval (sophie.briere@fsa.ulaval.ca)
Baptiste Doucey, Université de Tours (baptiste.doucey@univ-tours.fr)
Patrick Plante, Université TÉLUQ (patrick.plante@teluq.ca )

Editor-in-Chief: Cathia Papi, revue-mediations@teluq.uquebec.ca

Submissions must be made via the journal's website.

At all times, the journal Médiations et médiatisations (Mediation and Mediatization) also accepts off-theme submissions for publication in a varia issue.

Médiations et médiatisations makes its debut on Érudit.org! Our journal Médiations et médiatisations (Mediations and Mediatizations) is now available on Érudit.org, one of the largest digital platforms for French-language scholarly publications. Read the annoncement