No 20, April 2025

Technological advances , alongside economic and political changes, have altered the way we work (Perreau and Wittorski, 2023; Labbé and Champy-Remoussenard, 2013). Today, for example, lifelong learning issues are driving us to observe a gradual shift to individual citizens of the management of their own training and employment pathways. Added to this are innovations linked to the development of digital technology, as well as new practices associated with instrumented situations (simulation, virtual or immersive reality, distance or hybrid devices), painting a picture of the transformations governing both the world of work and that of training. To accompany this reflection and meet the new demands it faces, the field of training is reinventing itself by reinterpreting the training and pedagogical engineering it requires (Ardouin, 2017; Verquin Savarieau and Papadopoulou, 2023; Renier and Guillaumin, 2023). For this reason, we will interrogate the very knowledge and practices of the training professions by questioning the engineering consisting of the negotiated product of social, political, technical and pedagogical interactions.

In the context of academicization of paramedical training method with dual graduation (State Diploma and University Bachelor's degree) and the introduction of modality experimentation allowing the strengthening of exchanges between health training courses within the University of Caen-Normandy, new standards (bachelor's degree in care sciences) and professional training models are being produced for six paramedical professions. A new pedagogical engineering approach must be invented, taking into account hybrid training methods. This article analyzes the training engineering put in place for the collective design of a training module dedicated to clinical reasoning. The creation and pedagogical innovation process undertaken is based on the collective work experiences of professionals. It enables us to identify the activity invariants in clinical reasoning, from the trainers’s point of view, by identifying classes of emblematic situations from different professional fields that are transferable to the 6 professions. The collaboratively produced sequence leads to the staging of a work situation common for working professionals, responding to their training challenges: meeting the patient and analyzing their deficiencies and/or needs.

In the context of hybrid and sandwich training systems, the introduction of distance learning activities gives rise to a new training time-space, sometimes referred to as the third time-space (Papadopoulou, 2020). The effectiveness of these systems, whose designers seek to underpin their overall coherence, is based on the structuring of an interface system. This system organises the links between the different training areas. The results presented show that although these interface systems produce links between the professional and academic worlds, it remains difficult to make them work when a third digital space integrates existing training spaces. We present a number of hypotheses to explain this difficulty in transforming practices, and a few others to question the way in which trainers design and run interface engineering. To do this, we use the capability framework. Finally, we will look at some possible work avenues in trainer training.

Digital Educational Twins (DETs) are virtual environments for human learning (VEHLs) that open up new perspectives in educational design, bringing them closer to the professional realities of engineers. A digital twin is a digital replica of an existing industrial or physical object or system, which can be equipped with operating tools to understand, analyze and predict the functioning and control of the real entity. It can become a teaching tool. The integration of DETs as a new virtual learning environment involves pedagogical design work aimed at creating instrumented learning situations. This article focuses on the collaborative pedagogical design work carried out by pedagogical engineers, teacher-researchers and IT developers as part of the JENII project (ANR-21-DMES-0006). The research data are derived from thirteen semi-structured interviews with project participants, three interviews with pedagogical engineers and observation of three pedagogical scenario design meetings using DETs. The results provide a better understanding of the collaborative design of pedagogical devices, identify new players around the emerging technology of DETs and highlight levers for action to optimize pedagogical engineering with emerging technologies.

Digital technology is driving new forms of activity and transforming workspaces, changing relationships between employees. This is all the more prevalent in professions that deal with relationships. We were interested in professional support, in order to answer the following question: How does digital technology change support based on relationships with others? There is a lack of scientific research on this subject, particularly in terms of addressing the question of the posture of actors and actresses faced with the impacts of digital technology on their interactions. Our mirror study will enable us to interview female carers and beneficiaries of a schemein the context of a skills assessment. We conducted semi-structured interviews, and we analysed our corpus in two steps, using Iramuteq supplemented with an interview grid. Our analysis is supported by the verbatims of the respondents. Even if digital technology is integrated into support practices, the work environment is made less empowering in human relations. Women in a support role find innovative practices to maintain a form of proximity, and beneficiaries adopt a facilitative attitude.

This study aims to analyze how work digitalization and technological innovations influence the training engineering and professionalization processes in the Bachelor's degree in Sociology. A qualitative methodology based on Sociotechnical Discourse Analysis (SDA) was used to examine the relationship between technology and society and how these dynamics affect academic training in Sociology. The main findings reveal significant institutional resistance to adopting digital technologies (DT) and curricular changes, as well as a perception of digitalization as a temporary solution. Barriers such as gerontocracy, inadequate technological infrastructure, and an incentive system that discourages collaboration were identified. The conclusions underscore the urgent need to modernize the Sociology curriculum to include advanced digital competencies and foster a culture of innovation. It is recommended to implement pedagogical strategies that include the DT transversal use, continuous training programs for teachers, and a comprehensive curricular reform.

This study examines the transition of pedagogical engineering practices in the Quebec public service, with the aim of modeling optimal practices to encourage their implementation and sustainability in a post-pandemic context. Using a qualitative methodological approach, we carried out semi-structured interviews with 12 professionals from 10 public organizations, selected for their active role in training development. The results indicate that adapting training courses to participants’ needs and consolidating pedagogical practices are essential to ensure the effectiveness of distance learning. Although progress has been made in technology use and the trainer training, challenges remain in terms of quality, content consistency and design process formalization. In the future, the establishment of collaborative governance and more effective integration of technological tools will prove crucial to ensuring sustainable training adapted to a constantly evolving environment.

In France, the INSPÉs (National Institutes of Teaching and Education) prepare students for careers in teaching, education, and training. In response to the challenges affecting teacher recruitment and training (Devos & Paquay, 2013; Dubet, 2020), the INSPÉ of the Bordeaux Academy, in partnership with the INSPÉs of the Poitiers and Limoges Academies, has been testing a new system of 360° video-based pedagogical resources. The aim is to provide future teachers with experiential, embodied, and context-based learning opportunities. This article presents a case study on the use of 360° videos for training school librarians. It outlines the key steps involved, from designing the content to producing and sharing 360° video resources captured in professional settings. The article also examines the initial outcomes, the potential benefits, and the limitations of this system. Finally, it highlights the impact of 360° videos on students’ cognitive, emotional, and physical engagement, as well as the collaborative dynamics fostered by the innovative approach.

This article examines the impact of emerging technologies on training professions, with a particular focus on the adaptation of the professionalization of educational engineers and adult trainers since 2019. The article demonstrates how economic and political changes have rapidly altered the nature of work in this field, forcing companies in a competitive environment to develop the digital skills of in-service trainers and those of students graduating from university. Based on a multimodal engineering model incorporating a variety of teaching practices, virtual reality and artificial intelligence, the text presents the action strategy and problem-solving implemented in a master’s degree course in France to manage this race to the top, while strengthening the quality of digital uses and remaining consistent with the skills at the heart of the professions involving interaction with others for which students are destined.

Work in the field of teacher training is becoming increasingly digitalised, and the easy access to generative artificial intelligences is opening up new possibilities. The resulting transformations are analysed with reference to the situation of an institution that has embarked on a project aimed at embedding the continuing education of teachers within a Lifelong learning perspective. This contribution demonstrates the usefulness of problematising the transformations brought about by technical activity by adopting a Stieglerian approach. This problematisation compels us to consider development at the level of individuals (warning against the stupefaction of the individual), collectives (highlighting the risk of individualism when technology isolates individuals and short-circuits or constrains collective deliberation processes), and technologies (enableing us to think about the appropriation of technologies by individuals and collectives so that they can remain capable of participating in defining the environment that structures their practices). Drawing on a case study of a Master's programme, this contribution highlights how this problematisation can guide the design of training situations within a Lifelong learning perspective.