In a context of complex and contradictory contemporary transformations, education plays a crucial role in preparing individuals and communities to cope with the tensions generated by these changes, providing them with the skills to adapt and respond appropriately. According to the UNESCO report “Rethinking education: towards a global commons” (2015), 21st-century education must focus on respect for life and human dignity, social justice and shared responsibility for a sustainable future. The challenge is therefore to rethink education in a changing world in order to meet the various objectives of education for sustainable development. The recent development of research in education (formal, non-formal and informal) has given rise to various multidisciplinary, interdisciplinary and even transdisciplinary reflections, and proposed several innovative approaches aimed at promoting the act of teaching, educating and training (Fournier, 2016; Jonnaert & Laurin, 2005).

Didactic research offers a perspective for thinking about education and its challenges. It has helped to inventory activities and characterize teaching-learning situations (Lebeaume & al., 2011). This contribution has targeted three axes: the production of knowledge and know-how, the explanation of the educational act in its various facets (education, teaching, training) and prospecting by guaranteeing lifelong education and reducing inequalities. These orientations offer avenues for reflection on research in the educational sciences, particularly from a didactic point of view, and its contribution to 21st-century education (Hofstetter & Schneuwly, 2001).

This symposium emphasizes the importance of continuous, adaptable education in the face of rapid change in our society. Lifelong learning enables individuals to constantly renew their skills and knowledge, thus promoting greater social inclusion and active participation in community and professional life. This approach is particularly relevant to adult education, which focuses on the specific needs and characteristics of adult learners. The analysis of teaching practices, another key focus of this symposium, enables us to better understand pedagogical dynamics and optimize teaching methods. As Gérard Sensevy points out in his work, practice analysis offers a systematic view of the interactions between teachers, students and learning content, thus enhancing educational effectiveness.

This international symposium is aimed at teacher-researchers, PhDs and education professionals, and will feature session papers and posters.

Axis 1: The contribution of subject didactics to the promotion of lifelong learning (formal, informal and non-formal) and sustainable development.

Axis 2: Quality and variety in continuing education and training.

Axis 3: Equity in education: strategies for creating inclusive learning environments.

Abstract submission deadline: September 01, 2024   September 15, 2024    September 20, 2024

Scientific committee response: October 01, 2024

Detailed program available online: October 15, 2024

Paper proposals must be sent to the scientific committee via the symposium website: https://adult-educ.sciencesconf.org/

The text must comply with the standards required by the educational research community and the rules set out below.

The abstract must include, after the title: first and last name of the author(s), affiliation, e-mail address.

The general title should be as short as possible (≤ 60 characters).

A list of no more than 5 keywords is required.

The abstract should not exceed 500 words excluding bibliographic references.

The expected content of the abstract is as follows: problem, methodology and main results.

References must comply with A.P.A. standards (7th edition).

Contact: atedistconf@gmail.com