CIRECoST Theme 1

Cirecost1 Theme

Interdisciplinarity and intelligence : Combining knowledge to learn
  differently

In a world where disciplinary boundaries are becoming increasingly blurred and where scientific, technological, and societal challenges require complex responses, interdisciplinarity is becoming a pedagogical, didactic, and epistemological necessity.

At the same time, the rapid development of artificial intelligence, as well as multiple forms of human intelligence (collective, critical, creative, emotional, etc.), calls for a redefinition of the goals of education, particularly in STEM disciplines (science, technology, engineering, mathematics).

Alongside the opportunities offered by technology, it is also necessary to analyze its psychological impact on education stakeholders (learners, teachers, parents, school psychologists, administrators, etc.) who face accessibility difficulties and those who are made vulnerable by accelerated technological developments.

The themes of the conference :

The congress is aimed at researchers, teachers, trainers, engineers, educators, sociologists, psychologists and didacticians, decision-makers, and actors in digital education who wish to share their research, experiences, questions and visions.

The conference is aimed at researchers, teachers, trainers, educational and teaching engineers, decision-makers, and digital education stakeholders who wish to share their research, experiences, questions, and visions. The conference will provide an opportunity to analyze and question different areas of focus, which will be developed in five working groups related to the following sub-themes.

A. Interdisciplinary projects and practices in science education (WG1)

This theme area aims to explore how integrating different disciplines can deepen understanding, develop cross-disciplinary skills such as problem solving, and provide a better grasp of the links between science and the concrete reality of learners. This focus area encourages exchanges and collaboration between disciplines to create synergies and enrich teaching practices, in order to train individuals capable of understanding complex issues.

Challenges and objectives of this focus area:

Deepen understanding of interdisciplinary projects that offer a more comprehensive and enriched view of the topics covered, integrating different disciplinary perspectives for better understanding.

Develop cross-disciplinary skills by encouraging students to interact with multiple areas of knowledge so that they develop essential skills such as communication, critical thinking, collaboration, and problem-solving.

Make learning more concrete and relevant in the real world and in the learners' reality in order to make scientific concepts more accessible.

Build bridges between disciplines to go beyond the simple juxtaposition of disciplines (multidisciplinarity) and establish fruitful interactions and combinations that create new knowledge and new methods.

Promote pedagogical innovation through the exchange of knowledge and analytical techniques between specialists from different disciplines to stimulate innovation in the field of science education.

B. Artificial intelligence as a teaching aid or subject (WG2)

This area is designed to seek and develop training models that integrate AI and interdisciplinarity and to consider institutional challenges, curricular innovations, hybridization of formats, and, above all, support for change in teaching practices.

AI is transforming the educational landscape by becoming both a tool for learning (aid) and a fundamental skill to be acquired (subject). How can the education system harness this duality to train the citizens and professionals of tomorrow in a critical, creative, and responsible manner? This theme explores how AI tools (such as intelligent tutors, content generators, and assessment tools) can transform teaching practices and improve learning processes. On the other hand, we focus on the integration of digital literacy and AI concepts into curricula, from elementary school to university. The aim is to train students to understand, critique, and use AI in an informed manner. Finally, a cross-cutting and crucial theme is the necessary evolution of initial and continuing teacher training so that teachers can master both the use of AI as a tool and its teaching as knowledge.

C. Development of cross-disciplinary skills and multiple intelligences (WG3).

This focus area is designed to be progressive, ranging from theoretical foundations to practical applications and future prospects. In a rapidly changing world, where professional and personal success depends less and less on technical expertise alone, how can the theory of multiple intelligences serve as a powerful and inclusive lever for identifying, developing, and promoting the cross-disciplinary skills essential for adaptability, collaboration, and innovation? This focus will be detailed in three stages. The first consists of establishing the theoretical framework and demonstrating the fundamental synergy between multiple intelligences (MI) and cross-disciplinary skills. The second part will attempt to present concrete tools, educational methods, and organizational strategies to operationalize this link. The third will help identify obstacles to be overcome, measure impacts, and consider the future of this integrated approach.

D. Analysis of the social and psychological impact of technological innovations on vulnerable populations, professionals and institutions (WG4)

 This research area proposes a critical and nuanced examination of the social, psychological, and interactional effects of technological innovations on vulnerable populations in the fields of education and health. 

In a context of rapid growth in digital tools, artificial intelligence, assistive technologies, telehealth, and augmented learning environments, it is essential to assess not only the expected benefits, but also the risks, inequalities, and transformations that these technologies can generate.

This research area focuses particularly on potentially vulnerable populations: children and adolescents experiencing academic difficulties, people with disabilities, those with limited digital access, and groups exposed to discrimination or stigmatization. It explores how these technologies influence their daily experiences, their educational or therapeutic pathways, their autonomy, their social relationships, and their interactions with institutions.

E. Interdisciplinary Research and Ethics of Intelligence in Education (WG5)

As artificial intelligence rapidly becomes integrated into educational ecosystems, how can interdisciplinary research establish an operational ethic capable of guiding the development and use of these technologies to ensure that they serve a humanistic vision of education, reinforce equity, and preserve the autonomy and dignity of learners? In this area, we address the question of the need to combine different perspectives in order to understand the complexity of the phenomenon of “AI in education.” On the other hand, we will attempt to outline the major ethical issues raised by AI in education and show how interdisciplinarity can be used to address them. Finally, we will attempt to propose concrete solutions, frameworks, and avenues for regulation for ethical and responsible educational AI.

Outlook: “Symbiotic AI” for education: How to steer research toward AI that amplifies human intelligence (augmented AI) rather than replacing it, by redefining the very objectives of education in the digital age.