Réinventer l’apprentissage du design : ateliers hybrides et immersifs au service de l’accessibilité numérique et de l’équité, diversité et inclusion
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L’intégration des technologies immersives et hybrides dans l’enseignement du design redéfinit les paradigmes pédagogiques en introduisant des environnements interactifs favorisant une compréhension plus intuitive des concepts complexes. La réalité virtuelle (RV) et la réalité augmentée (RA) offrent de nouvelles modalités d’apprentissage, mais leur adoption soulève des défis d’accessibilité et d’inclusion, interrogeant les principes d’équité éducative. L’accessibilité numérique ne se limite pas à une question technique; elle exige une approche inclusive prenant en compte les diversités cognitives, sensorielles et culturelles des apprenants. L’étude explore l’impact de ces technologies sur l’apprentissage du design, en posant l’hypothèse qu’une intégration réfléchie, combinée à des stratégies pédagogiques inclusives, pourrait améliorer l’efficacité éducative et démocratiser l’accès à la formation. Une méthodologie mixte a été adoptée, associant une enquête quantitative menée auprès de 65 enseignants et 120 étudiants issus d’établissements européens et tunisiens de design, ainsi que des entretiens qualitatifs pour identifier les freins et les leviers d’adaptation. Les résultats mettent en évidence des disparités dans l’adoption de ces outils, soulignant la nécessité d’une vigilance méthodologique et éthique pour assurer une appropriation équitable des innovations technopédagogiques et garantir un apprentissage accessible, durable et inclusif.
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