On April 8th and 9th, 2026, the 28th edition of the international symposium Projectics took place in Agadir at Universiapolis – International University of Agadir, co-organized with the Collegium Lorraine Management Innovation from the University of Lorraine. Centered around the theme "Higher Education: What Contributions and Tools in Response to Societal Challenges and Transitions?", this year's event gathered an international community of educators, researchers, and professionals dedicated to transforming higher education. In an era marked by rapid societal changes, discussions highlighted a central challenge: to harmonize pedagogical innovations, digital transformations, and the preservation of deeply human learning experiences.
Focusing on Generative AI in Education
The opening of this year's symposium coincided with a thematic meeting on "Pedagogical Innovation" from the IAE France network, specifically discussing generative artificial intelligence (AI). This dialogue builds upon previous reflections initiated during the last symposium, particularly through a workshop titled "AI in Higher Education and Research", facilitated by Geoffray Bonnin and Matthieu Pelingre from IDMC – University of Lorraine. This workshop, stemming from a working group on AI applications established by the Collegium Lorraine Management Innovation, underscored the implications of large language models, including the evolution of assessment practices, the cultivation of critical thinking, teacher support, and ethical considerations, while also warning against cognitive disengagement risks. In this context, the IAE France meeting focused on the new pedagogical practices emerging in the age of generative AI, emphasizing the teacher's role, learner engagement, and the design of innovative educational frameworks. Led by Christophe Fournier from IAE Montpellier, the session showcased various practical experiences illustrating common applications (content production, learning support, assessment aid), stressing the need for guidance to mitigate dependency risks and enhance critical thinking.
This focus on AI extends further: alongside technological and conceptual analyses, discussions also incorporated usage-centered approaches and organizational dynamics. Contributions from digital sciences and management sciences emerged as complementary, linking an understanding of tools with observations of how they are adopted within higher education contexts.
Broad Transformations in Higher Education
Beyond the discussions surrounding artificial intelligence, other sessions revealed a diverse array of ongoing transformations within higher education. Topics included learning outside traditional settings, healthcare training programs, professionalization approaches, and the evolving significance of degrees amid a reconfiguration of skills and certifications. In a context characterized by increasingly complex training environments, speakers emphasized the need to adapt pedagogical frameworks to current realities, including hybrid learning pathways, diverse learner populations, and shifting professional expectations. Collectively, these discussions pointed toward a singular direction: to evolve learning modalities that better integrate academic knowledge, professional competencies, and critical thinking, ultimately fostering more flexible training that resonates with real-world practices.
Projectics 2026 emphasizes a reconfiguration of higher education around a balance that needs to be established between technological innovation, experiential pedagogies, and critical thinking. Instead of positioning artificial intelligence in opposition to human learning, this edition encourages a consideration of their complementarity, aiming to cultivate students capable of navigating complex and ever-evolving environments with discernment.
Beyond the scientific communications, Projectics 2026 also fostered a spirit of camaraderie and rich informal exchanges. Between sessions, discussions allowed participants to share experiences, ideas, and perspectives, illustrating that transformations in higher education are also built during these moments of encounter, dialogue, and sharing, which are essential to collective dynamics.
As reported by factuel.univ-lorraine.fr.
