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Call for papers The Ludovia scientific conference continues its exploration of issues raised by digital technology for the 23rd consecutive year. It brings together approaches from the fields of education, information, and communication sciences and encourages multidisciplinary dialogue with other disciplines. True to its practical roots, the conference also addresses education professionals (secondary and higher education teachers, educational engineers, trainers, institutional actors) in order to collectively reflect on the concrete challenges of digital technology for the transmission of knowledge, education, and learning. In 2026, the chosen theme is: “Educating about and with AI and data.” From access to information to its digital production Generative artificial intelligence (GAI) such as ChatGPT, Mistral, and Gemini are becoming increasingly prevalent in professional, educational, and personal environments. Producing text, images, sounds, and code, they are becoming cognitive partners and automated assistants. Their widespread use raises questions about human capacity to search, interpret, question, and create, as well as the social, linguistic, and cultural inequalities that they could reinforce. After information access technologies (Google, Wikipedia) changed the authority of knowledge, GAI are crossing a new threshold: they are co-producing or even producing instead of. Education must therefore rethink its objectives and methods. In this context, the Ludovia conference continues to explore digital issues by bringing together researchers, educational engineers, practitioners, institutions, and EdTech players to combine scientific expertise and feedback from the field in order to reflect on how the arrival of AI is transforming the conditions of access to knowledge and educational practices. Challenges The issue is no longer whether to adopt or reject these technologies, but how to support pupils and students, train them with these technologies, teach them about technologies and protect them from their pitfalls:
We would like to examine these tensions based on the field experiences of various professionals, as well as scientific research in the relevant disciplines. We would like to open a dialogue that will enable us to shed light on future educational, ethical, and political choices and to consider concrete and relevant innovation strategies together. We propose to organize these reflections around four thematic areas, which we invite you to sign up for, although this is not mandatory. Axis 1: Learning, literacy, and empowerment IAGs are redefining the skills expected: beyond disciplinary knowledge, it is necessary to know how to interact with generative systems, evaluate their outputs, and maintain one's own creativity. Information literacy now involves a more in-depth understanding of the data and algorithmic tools with which we co-produce on a daily basis. Empowerment consists of giving learners the means to act independently when faced with technologies, by understanding their logic and limitations. This requires formulation and self-assessment skills, as well as a critical eye. Integrating AI into learning also raises questions about its effects on effort, commitment, and autonomy. Training against this means preventing technological dependence or excessive delegation. It also involves teaching the ability to use these technologies appropriately in different situations, so that learners can ultimately enter the job market and turn them into a real skill. Questions: What new literacies are emerging? Do AI technologies reinforce or reduce inequalities? How can we balance technological support and autonomy? Axis 2 — Educational scenarios and assessments The integration of AI invites us to rethink systems and raises new questions about human-machine hybridization. This involves considering how we negotiate with technology and the industries that develop it, but also their propensity to induce high-level tasks focused on criticism and metacognition. AI, and technology more broadly, are not neutral: they must be thought of as explicit mediations or mediators with which we must come to terms. Questions revolve around how they can be used for assessments by defining their role and conditions of use, or how much of our work can be delegated to them, which also involves thinking about what constitutes an automatable task in an educational context. AI also plays a role in redefining the authenticity of work and calls for the implementation of transparency measures, to be contextualized according to educational objectives, audiences, and learning environments. Questions: What scenarios allow for effective educational control? How can we evaluate in a context of human-AI co-production? Can AI become a co-editor or co-evaluator? Axis 3 — Ethics, regulation, and accountability The use of data, and even more so AI, raises many issues: algorithmic transparency, bias, intellectual property, privacy, technological dependence, and environmental impacts. Technologies are political objects, which are part of economic logic and power relations that must also be taken into account, as must their impacts. Educational and institutional responsibility also extends to usage policies, guarantees of fairness, and understanding and explainability of systems. This complicates the task of considering AI and other data in relation to their social and cultural contexts. Questions: What regulatory frameworks are needed for AI? How can we link individual practices to global systems? How can we consider the ethical issues and forms of governance for responsible use? Axis 4: Transformations in professions, perceptions, and relationships with knowledge AI is transforming professional skills and representations of learning, teaching, and creation. It promotes the idea of distributed intelligence between humans and machines, and questions the roles of different actors and professional identities. New functions are emerging, such as educational engineering adapted to AI and data, and the management of related digital literacies. Imaginaries, which shape both representations and uses, must also be taken into consideration. Between fear, fascination, and resistance, how can we think about these issues in the face of the variety of discourses and positions we encounter? Questions: How are professions evolving? What imaginaries of intelligence are circulating? How can we support resistance without hindering innovation? What literacies are necessary for collective functioning? Types of communications As every year, the Ludovia 2026 scientific conference will bring together researchers from various disciplines as well as education professionals. With regard to professionals, proposals based on practical experience are encouraged. Examples of topics that could be covered in a presentation include: A retrospective analysis of a teaching sequence implemented in a high school or middle school; Disciplines and fields of research For researchers, proposals for papers may address, without this list being exhaustive:
Given the variety of approaches expected, we have deliberately chosen not to provide a suggested bibliography, although references are expected in proposals concerning theoretical frameworks, methodology, and work related to the subject of AI. Proposals co-signed by researchers and practitioners are welcome. Procedures for submitting proposals for papers Proposals may be submitted until April 24, 2026. Between 1,500 and 3,500 characters in length, they should include a summary of the paper, the status and titles of the author(s), and the relevant scientific section. The abstract should explain, if possible, the theme, context, methodology, field of experimentation (if applicable), and references. The full article may be sent instead of an abstract. Proposals should be submitted via the Ludovia registration platform: https://www.ludovia.fr/inscriptions.html For any questions or further information, please visit: https://www.ludovia.fr/colloque or contact us: ludovia2026@sciencesconf.org Calendar (key dates) Calendar (important dates) Submission deadline: April 24, 2026. Team :
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