25001. Martinache, I., & Farges, G. (Éd.). (2025). Enseignants : le grand déclassement ? Paris: PUF.
The teaching profession is losing much of its appeal, as suggested by the continuing decline in applications for recruitment competitions and the rising trend in resignations. The days when teaching was seen as a priesthood seem to be over. This book sets out to explore the various factors and effects of this erosion of the teaching profession, which is not unique to France. It invites us to pay attention not only to pay, but also to recruitment policies and the management of teaching careers, to changes in the conditions under which teachers enter the profession and in their day-to-day work, to their sense of social worth and to political attitudes. Without losing sight of the fact that the teaching profession is affected by social changes that also affect other professional groups.
25002. Farges, G. (2025). L’affaiblissement du statut social des enseignant·es en France : explorations. In I. Martinache & G. Farges (Éd.), Enseignants : le grand déclassement ? (p. 37‑48). Paris: PUF.
25003. Josseron, L., Mombo, W. T., Maggiacomo, M., Jolly, C., & Clerc, J. (2025). Transfer of motor and strategy learning in children with Developmental Coordination Disorder (DCD): A scoping review. Research in Developmental Disabilities, 157, 1‑12. https://doi.org/10.1016/j.ridd.2024.104908
Developmental coordination disorder (DCD) is a developmental disorder that affects the learning and execution of motor skills. Little is known about their ability to transfer their learning, i.e. to adapt prior knowledge to new tasks (Hattie & Donoghue, 2016). This is an important issue in these children, both to better understand how they can adapt initial learning to new tasks, and to develop interventions that will enable them to transfer their knowledge into their daily lives. The aim of this scoping review is to assess the body and nature of the existing literature on transfer of learning in children with DCD. After a search in 4 databases, 58 publications meeting the inclusion criteria were included. Among the studies, 18 aimed at measuring transfer, other can be interpreted as measuring transfer of learning even if transfer is not explicitly mentioned by the authors. The results show that children with DCD seem to have difficulty transferring their motor learning when the transfer tasks are far from the trained tasks but seem able to transfer their learning when the transfer tasks remain close, however they can transfer cognitive strategies to more distant transfer tasks. Future research is needed to systematically assess different aspects of transfer, with the aim of proposing effective interventions for children with DCD.§
25004. Giret, J.-F. (2025). Soft skills et open-badges : des réponses aux nouveaux besoins du marché du travail ? Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
The study of young people’s integration into the labour market has been the subject of a great deal of research in various countries, which very often emphasises the role of the diploma and young people’s socio-economic characteristics in understanding the differences in young people’s access to and stabilisation in the labour market. Training, and in particular qualifications, are often implicitly analysed as a means of signalling skills and knowledge, without these actually being questioned independently of whether or not a qualification has been obtained. Many economists and sociologists of education who have initiated major quantitative surveys of young people’s career paths see the effect of diplomas and training on integration in terms of signals or even the ‘parchment effect’. While they often include the social characteristics of graduates, they do not take into account the heterogeneity of skills that may be acquired and required on the labour market, whether or not they are linked to training. The first part of this conference will look at the way in which certain skills can influence the integration of young people, based in particular on Céreq’s Génération survey of representative samples of graduates from the French education system. The second part will look at the way in which open-badges can be developed in certain regions and, in some cases, enhance the value of soft skills on the labour market.
25005. Perret, C., Villeneuve, E., & Theurel, B. (2025). L’Évolution des recherches de l’IREDU sur la réussite dans l’enseignement supérieur à Travers ses archives (1971-2024). Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
25006. Born, P., & Duguet, A. (2025). L’évaluation des acquis en premier cycle universitaire à travers un projet collaboratif de vidéos YouTube : un levier pour engager les étudiants dans les apprentissages en cours magistral ? Présentation d’une recherche exploratoire. Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
25007. Duval, J., Perret, C., & Villeneuve, E. (2025). L’évaluation par les pairs dans les appels à projets dédiés aux initiatives pédagogique à l’université : les enseignements d’une étude du programme NCU RITM-BFC. Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
25008. Morlaix, S., & Perret, C. (2025). Effets de la réforme du 1er cycle de santé en France sur les parcours des étudiants. Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
25009. Stiot, L. (2025). Réflexions sur les nouvelles formes de l’évaluation des politiques et des dispositifs en éducation. Présenté à « Paradoxes de l’innovation en évaluation au 21e siècle », organisé par l’ADMÉE-Europe, Luxembourg, 8-10 janvier 2025.
25010. Rossignol-Brunet, M., & Frouillou, L. (2025). D’APB à Parcoursup. Un outil au service du développement d’universités « d’excellence » ?Mondes Sociaux. Consulté à l’adresse https://sms.hypotheses.org/47191
In 2018, the replacement of the Admission Post-Bac (APB) higher education placement platform by Parcoursup has enabled universities to rank the applications they receive according to criteria they can define. This raises the question of a reinforcement of the hierarchies between universities, but also of the more or less strong effects linked to this change depending on whether the disciplines are more or less in demand by baccalaureate holders.
25011. Chimène, L. (2024). L’orientation professionnelle sous le prisme du développement durable : focus sur les éco-délégué·es. L’orientation scolaire et professionnelle, 53(4), 591‑621. https://doi.org/10.4000/12y6s
Under the banner of education for sustainable development, education systems are being asked to train aware and responsible citizens, as well as the professionals of tomorrow. This second objective reflects a new mission assigned to schools and careers guidance, namely to contribute to career choices that are compatible with the objectives of sustainable development. To achieve this, the French Ministry of Education has prescribed the creation of eco-delegates, a role that enables students to take the initiative and promote sustainable development in their schools. Based on research using questionnaires completed by 1.725 secondary school pupils in Bourgogne Franche-Comté, this article proposes to assess the place given to sustainable development by eco-delegates, who are particularly exposed to and active in this ’education for’. Using bivariate analyses and a logistic regression model, the study reveals that eco- delegates are more likely than their peers to choose a job that is compatible with sustainable development. However, this tendency is explained more by individual characteristics and family practices than by the status of eco-delegate, which raises questions about the implementation and effects of this ’education for’.
25012. Vallet-Giannini, F. (2025). Les déterminants du choix de spécialisation dans le cadre du nouveau baccalauréat général. Présenté à Saisir les inégalités scolaires par les méthodes quantitatives, organisé par l’ENS Lyon, Lyon, 23 janvier 2025.
25013. Duguet, A. (2025). L’attention à l’école : évaluation de la méthode ATOLE.
25014. Morlaix, S. (2025). État des lieux de la recherche sur les compétences non académiques et parcours scolaire et professionnel des jeunes. Présenté à Conférence jumelle du CNESCO, Strasbourg, 15 janvier 2025.
25015. Morlaix, S. (2025). Les compétences non académiques en éducation prioritaire. Présenté à Conférence jumelle du CNESCO, organisé par le CAREP, Reims, 22 janvier 2025.
25016. Farges, G., & Szerdahelyi, L. (2025). Présentation du livre : En quête d’enseignants. Regards croisés sur l’attractivité d’un métier. Présenté à Rendez-vous de l’ISPEF, Lyon, 12 février 2025.
25017. Tavant, M., Berthaud, J., & Giret, J.-F. (2025). Conditions de vie et expérience doctorale en France. Revue internationale de pédagogie de l’enseignement supérieur, 41(1). https://doi.org/10.4000/13gp2
As higher education undergoes transformation and the professionalization of the PhD gives rise to new profiles of young researchers, this article aims to explore the hypothesis of a significant segmentation among doctoral experiences. Doctoral satisfaction and mental health are examined in relation to the living conditions of PhD students, taking into account the mode of thesis funding and proposing six PhD student profiles. The empirical data, based on the OVE’s “2020 Student Living Conditions” survey, benefits from a sample of 636 university doctoral students. The profiles of PhD students appear heterogeneous, with some facing precarious conditions. The results, obtained through logistic regressions, generally reveal disparities among PhD student regarding their doctoral experiences (overall doctoral satisfaction and mental health).
25018. Farges, G. (2025). Roughly in the middle. Variations in the subjective social status of teachers in France. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2025.2476697
Among the factors that encourage the quality of education internationally, the social status of teachers is attracting particular attention. To date, the scientific literature has insisted that teachers generally rank themselves in the middle of the social scale. There is not yet any empirical evidence that certain factors (for instance related to the teaching work) explain more than others why some teachers feel that they enjoy a high, or low, social status as a professional group. Based on a questionnaire survey completed by 1813 French primary school teachers, our analysis confirms that the way teachers rank their professional group in the social structure varies according to objective elements, among which are work-related factors. However, we also stress the concomitant effects of subjective factors that are grounded not only in work experience but also in social trajectories and relationships. We discuss levers for enhancing how teachers evaluate their social condition.
25019. Personnaz, E., & Sawadogo, A. F. W. (2025). Les jeunes en quartier prioritaire à la fin des études : conditions d’accès à l’alternance et plus-value sur l’insertion [Conditions of access to work-linked training and integration benefits for young people from priority urban neighbourhoods after graduation]. Formation emploi. Revue française de sciences sociales, (169), 73‑95. https://doi.org/10.4000/13elh
While work-linked training (alternance) has made remarkable progress in France, it remains difficult for some population groups to gain access to it. This research, based on Céreq’s Generation 2017 survey, therefore investigates inequalities in young people’s access to work-linked training depending on their place of residence, as well as the added value for those living in priority urban neighbourhoods (QPV) when they leave the school system. While the advantages of young people receiving work-linked training, on the one hand, and the difficulties of integrating young people from these neighbourhoods, on the other, have been widely studied, the originality of this study is that it combines the two dimensions.
25020. Vilches, O. (2025). L’expérience des « décrocheurs » de la Garantie jeunes : quelles spécificités dans leurs parcours ?L’Orientation scolaire et professionnelle, 54(1), 311‑332. https://doi.org/10.4000/13j6i
This article looks at the career paths of Garantie Jeunes beneficiaries, and more specifically at the specific features of beneficiaries who have dropped out of school. Based on a qualitative longitudinal survey conducted in three phases, this article proposes to highlight the specificities of “dropouts” compared to other young people. It mobilizes 55 semi-directive interviews, corresponding to 23 respondents, six of whom are considered “school dropouts”. Our analyses reveal that these young people, with their multiple vulnerability factors, manage to connect with and benefit from this integration scheme, even if their socio-professional integration is not optimal at the end of the Garantie Jeunes program.
25021. Morlaix, S. (2025). Quels liens établir entre compétences non académiques et parcours scolaire et professionnel des jeunes aujourd’hui ? In J.-F. Chesné & J. Creton, Conférence de consensus : nouveaux savoirs et nouvelles compétences des jeunes : quelle construction dans et hors de l’école? : note des experts (p. 223‑235). Consulté à l’adresse https://www.cnesco.fr/wp-content/uploads/2025/03/Cnesco_CC-savoirs-competences_Notes-experts.pdf
25022. Bonnard, C., & Duguet, A. (2025). Mapping the academic landscape: profiles of academic work in France. Journal of Further and Higher Education, 0(0), 1‑15. https://doi.org/10.1080/0309877X.2025.2490020
The academic profession in France, as in other European countries, has undergone a number of changes in recent years, particularly with the rise of new public management and the massification of higher education. Academic work is complex and covers a wide range of activities: teaching, research, scientific and administrative responsibilities. Studies in France and abroad have highlighted the difficulties encountered by permanent academics in finding a balance between these different activities, which may even be in competition with one another. The originality of this research lies in the fact that it examines the academic work in detail, taking into account all of their activities. On the basis of a national quantitative survey of 2656 permanent academics, we identify six ‘profiles’ of academic work. We show that these profiles are highly dependent on academic contexts and disciplinary fields, but also on the status, gender and social background of academics. This research therefore highlights a significant segmentation in the academic work of permanent academics and leads us to consider inequalities within higher education more widely.§
25023. Erard, C. (2025). L’engagement politique d’une dirigeante de plus d’un demi-siècle à la FFT : Marie-Christine Peltre. Movement & Sport Sciences – Science & Motricité, (127), 5‑15. https://doi.org/10.1051/sm/2025012
This socio-historical (biographical) article is dedicated to the political commitment of Marie-Christine Peltre, a leader of more than half a century (1969–2021) at the French tennis federation. It is based on the collection of two testimonies associated with an analysis of articles in the federal press (the FFT’s Official Journal, Tennis de France, Tennis Magazine, Tennis Info) and the news press (local and national). Emphasizing that his entry into the federation is made on “selective incentive”, he then shows a path that is rooted in a childhood between two worlds (bourgeois and employees), marked by an alleged requirement of volunteering, with female trainers and/or leaders who are role models for her. The political action of this woman is also highlighted through the development of women’s tennis, culture and heritage, tennis at school and sustainable development: all levers in favor of “democratization” a physical practice that took root in France, in the last third of the 19th century, through an English “leisure class” who likes to play lawn-tennis on the beach of Écluse de Dinard, a seaside town where she was born in 1950.
25024. Roisin-Jonquières, M., Vallot, P., & Vignoli, M. (2025). Aimer son travail malgré un déclassement : entre contraintes et ressources. RessourSES, (4), 1‑9. Consulté à l’adresse https://ressourses.fr/5-aimer-son-travail-malgre-un-declassement-entre-contraintes-et-ressources/
Often resulting in both material and symbolic fragility, the downward trajectories of people from privileged backgrounds invite us to re-examine the issue of happiness at work. An analysis of four stories of downgrading in contrasting sectors (catering, hairdressing, road haulage), sometimes intertwined with experiences of stigmatization, provides a nuanced answer to this question.
25025. Bailleux, H., & Morlaix, S. (2025). Utilisation de l’IA chez les étudiants de l’université : usages et représentations. Présenté à la Journée IA et enjeux sociétaux, organisée par l’Université Bourgogne Europe, le 18 avril 2025.
As part of the first study day of Axis 3 of UBE’s AI cluster, AI and Societal Issues, the paper aims to present research carried out on university students, so as to understand how students’ different representations of AI can influence the uses they make of it. Based on a sample of around 2,000 students from L1 to M2, all streams combined, a theoretical model of technology acceptance inspired by Venkatesh et al. (2012) is proposed and subjected to empirical validation. Using a questionnaire survey, representations are modeled in six dimensions: “expected performance”, “perceived ease of use”, “social influence”, “playful perception”, human representation of AI, and naive representations of the technology. Other data were collected on the uses of generative artificial intelligence in the university setting; non-ethical or non-critical uses, different uses, frequency of use and intention for future use. These various elements make it possible to test the theoretical model linking representation and use, and to reveal some interesting initial results based on students’ personal characteristics.
25026. Perret, C. (2025). Quand un poème peut devenir une inspiration pour la recherche sur l’enseignement supérieur… Note de lecture : Laure Catherin, Howl2122. Éditions Koïnè, 2022, 59 pages, 12 euros. Diversité. Revue d’actualité et de réflexion sur l’action éducative, (206). Consulté à l’adresse https://journals.openedition.org/diversite/4973
Cette note invite les chercheurs en éducation à sortir de leurs habitudes de lecture en proposant une présentation du poème de Laure Catherin, Howl2122. Témoignage sur la jeunesse des universités françaises pendant la pandémie de Covid-19, ce poème offre de multiples inspirations pour renouveler la recherche sur l’enseignement supérieur§
25027. Cottez, R. (2025). Objectiver le sentiment de manque de soutien des enseignants en proie à des difficultés professionnelles. 12ème colloque international en éducation, organisé par le CRIFPE, Montréal, 1-2 mai 2025.
International surveys show that the majority of French teachers are stressed by their work (OECD, 2020). Karasek’s model analyzes stress through the relationship between workload, degree of autonomy and social support. We propose to study this last dimension to shed light on teachers’ psychosocial difficulties, particularly those associated with a deteriorated school climate (Janot-Bergugnat & Rascle, 2008). Teachers exposed to school disorder express a feeling of lack of support (Debarbieux & Moignard, 2023), particularly from their hierarchy (Radé, 2018). This feeling is traditionally measured by self-reporting. We propose an alternative approach through the study of reports to the occupational health and safety register, which enables French teachers to report any dangerous situation. We hypothesize that through these forms, they can find a space for expressing their professional difficulties, and that the way in which these are taken into account feeds the feeling of being able or not to rely on institutional support. Through a lexicometric study, this field of investigation enables us to objectify the concept of support, going beyond mere feelings. Our results show that national education inspectors, as direct superiors in primary schools, provide explicit emotional support to teachers facing professional difficulties linked to deteriorating relations with users (pupils, parents). Frequently, the district teams working alongside the inspectors provide informational support in the form of advice. Instrumental support, on the other hand, is limited, particularly when relations with parents have deteriorated. Our study makes the link between the feeling of abandonment expressed by teachers and the lack of internal solutions proposed by the hierarchy.
25028. David, V. (2025). Le bien-être des enseignants dans le métier en fonction de la trajectoire précédente : une perspective processuelle. 12ème colloque international en éducation, organisé par le CRIFPE, Montréal, 1-2 mai 2025.