Issue Fall 2026 - Call for Proposals - Special issue

Posted on 2025-12-01

Towards Critical Approaches to Digital Technology in Education and Training

Send a notice of intention until December 29, 2026

While digital technologies continue to evolve rapidly, this thematic issue of Médiations et médiatisations builds upon the ROC2025 conference and seeks to foster critical reflections on the place and role of digital technologies in education and training. It aims to highlight the issues and challenges raised by technological innovations, as well as their potential to improve and enrich teaching and learning experiences. It also aims to examine stakeholders’ representations and practices. In this regard, these prospects are shaped by the technological and institutional tools available, and this thematic issue proposes a critical overlook of such observations.


Technological innovations consistently raise questions about their use, relevance, contributions, limitations, and even the risks they pose to education and training (Aillerie & Martineaud, 2023). Even though enthusiasm and disillusionment cycles appear to recur (Cuban, 1986), it remains relevant to move beyond the notion of an educational revolution enabled by technology or, conversely, a rejection of technology by the educational community. Instead, focus should be placed on concrete representation analyses, uses and non-uses, techno-pedagogical practices, changes in instructional design, and ethical issues linked to increasingly rapid developments (Rosa, 2010). This involves examining changes and continuities across different levels of education, in formal, non-formal, or informal training, both in-person and at a distance (Glikman, 2021). Setting aside technophobic and technophilic positions, it is essential to interrogate the ideologies and values at play (Feenberg, 1999) to move beyond common sense and interpret observed phenomena.


Researchers and practitioners are therefore invited to propose critical perspectives on educational, societal, or institutional trends, as well as on observed digital teaching and learning practices, using current methodological approaches—particularly participatory ones—and appropriate theoretical frameworks to better understand critical stances on digital technology. The following are examples of questions that may be addressed:
- To what extent do the uses of artificial intelligence, metaverses, holograms, or serious games for teaching or learning purposes lead us to rethink the school or university model?
- What ethical issues does the use of digital technologies raise in educational contexts, and how do stakeholders and institutions respond to them?
- How can digital practices—or even a digital education—be developed that is accessible, critical, and emancipatory?
- What role should digital sobriety play in education?

 

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

References

Aillerie, C. & Martineaud, T. (2023). Enjeux politiques du « tout numérique » à l’école et pouvoir d’agir des enseignants. Canadian Journal of Learning and Technology / Revue canadienne de l’apprentissage et de la technologie, 49(4), 1-16. https://doi.org/10.21432/cjlt28455

Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology since 1920. Columbia University Press.

Feenberg, A. (1999). Questioning Technology. Routledge.

Glikman, V. (2021). Il était une fois… la formation à distance. Médiations et médiatisations, (6), 3-11. https://doi.org/10.52358/mm.vi6.228

Rosa, H. (2010). Accélération : une critique sociale du temps. La Découverte.

Timeline

  • Notice of intention: until December 29, 2026
  • Full paper due: until February 9, 2026
  • Review provided: around April 20, 2026
  • Revised paper due: around May 18, 2026
  • Publication: October 2026

Send a notice of intention until December 29, 2026

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:
Cathia Papi, Université TÉLUQ (cathia.papi@teluq.ca)
Patrick Plante, Université TÉLUQ (patrick.plante@teluq.ca)
Alain Stockless, Université du Québec à Montréal (stockless.alain@uqam.ca)
France Gravelle, Université du Québec à Montréal (gravelle.france@uqam.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) accepts off-theme submissions for publication in a varia issue.