Research action projects

The aim of the study is the evaluation of Generative AI’s assistance value during research on environmentally inclined topics, through the perspectives of students using ChatGPT for school projects and of teachers facing an emerging factor in the fields of information and possible misinformation. Thus, instead of trying to suppress the new system’s capabilities of reshaping education, teachers and students will be trained to effectively utilize the powerful new ally during the knowledge acquisition process, with a focus on environmental awareness.

The AMAT project aims to engage teachers in a community of practice aimed at constructing an adaptive test for assessing the math skills of 10- and 11-year-old students (end of primary school or beginning of middle school

Game-based learning is a popular approach to offer the opportunity to support student engagement and motivation (Aprea & Ifenthaler, 2021). The Theory of Evolution (ToE) is complex and is a teaching challenge to understand biodiversity. It is therefore essential to strengthen joint knowledge in biology and mathematics with greater collaboration between statistical and biological educators to make real progress in teaching the ToE. Game-based pre-service teacher training will improve students’ understanding of the concept of threshold: “chance”.

CONAPEDE, a transnational research on outdoor education : To problematize, through an analysis of controversies in various disciplinary fields, how actors on the ground apprehend the concept of ‘nature’ in outdoor pedagogies, in order to identify its political, social, and philosophical implications ; To co-construct evolving interdisciplinary pedagogical and didactic approaches on the concept of ‘nature’ for multiple school levels; And to train teachers by supporting them in the experimentation and evaluation of new pedagogical and didactic approaches.

Through this project, we intend to produce an impact on two different levels: the first level concerns the impact on the professional development of teachers and the consequent impact on increasing the quality of school contexts; the second level concerns the impact on pedagogical research.

MOSAIC Making Our School An Inclusive Context for all families? An action research on co-approachIng multiliteraCies Dates June 2023 – December 2024 Thematics Family-School Partnership (FSP) in an inclusive perspective, Facilitation of the FSP, democracy and social justice Education level involved Universities, Preschools, Primary Schools Keywords Discover the project in Read more…

HAPPI, a collaborative action research project involving various school and research players in Europe, to : Identify the various representations behind the concept of active pedagogies, depending on the actors and contexts involved; Analyze the place of active pedagogies in initial and continuing training, as well as the needs of players in the field; And support the reflexivity of players in relation to their practices and experimentation with new ways of doing things (and share resources for doing so).

DoDiMu Practices of « doing » (socio-cultural) difference and dealing with multilingualism in the classroom: perception, reflection and change through video-based learning in communities of practice Dates April 2024 – July 2025 Thematics Cultural diversity awareness multilingualism/plurlingualism inclusion Education level involved Teacher education (pre- and in-service teachers) for high schools Read more…

TEACOSEE TEAcher COmpetence for Sustainability and Environmental Education Dates June 2023 – December 2024 Thematics Sustainability and Environmental Education Education level involved Primary school, Tertiary education Keywords Sustainability, Environmental Education, teachers training Discover the project in 180 seconds Teacosee aims to investigate the possible linkage between teachers’ environmental values and Read more…

The aim of the present project is to inquire into the pedagogical challenges that emerge during teachers’ effort to adopt an action research approach for designing and implementing an affect-based curriculum for promoting students’ learning and engagement.