Participatory research of this kind requires a genuine complementarity between academic research and professional practice, based on a process of co-construction of knowledge (Morrissette, 2013). In this context, the prefix ‘co’ does not designate the players, whether researchers or practitioners, in a distinct or isolated way, but illustrates the collaborative dynamic that unites them. This dynamic is rooted in a dual logic which, at each stage of collaborative research, favours symbiotic and reciprocal interaction between the parties involved, while respecting both the theoretical issues and the aims of professional development (Desgagné, 1998; Elisme et al., 2021). This approach thus encourages a process of co-learning and co-construction that transcends the traditional boundaries between theory and practice. How can collaborative research be related to the professional training of those involved in education, whether initial or continuing? How can we (re)think about the relationship between theory and practice in the context of collaborative research?
What are the effects of collaborative research on the training practices of those involved and on the learning of learners, whether children or adults?
How are the relationships between trainers, researchers and learners shaped by collaborative research? These are some of the questions that will guide the discussions at this conference.

1st Theme: Rethinking the theory-practice link in collaborative research

• Rethinking the methodological and epistemological foundations of collaborative research
• Present models of articulation used in collaborative research

2 nd Theme: Linking collaborative research and professional training for those involved in education and initial or continuing training.

• Impact of collaborative research on the professional development of teachers, researchers and other education stakeholders.
• Methods of collaboration that encourage mutual learning and the development of skills.
• Evaluation of the impact of collaborative research on teaching practices and learner involvement in teaching and learning.

3rd Theme: Collaborative research and didactics

• Evaluation of the impact of collaborative research on teaching practices and learner involvement in teaching and learning.
• How can collaborative research contribute to improving didactic practices in education, particularly in adult education?
• How can collaborative research contribute to a better understanding of adult learning processes and develop appropriate teaching approaches?
• How can collaborative research encourage innovation and creativity in the field of adult education didactics?

4th Varias Axis
The conference will also offer varia sessions for contributions outside the themes outside the themes proposed in the axes.

Call for papers: 10 March 2025

Submission of abstracts: 15 May 2025   15 June 2025

Notification of acceptance and requests for corrections: 15 July 2025

Submission of finished papers: 15 September 2025

Before submitting your proposal, you must create a sciencesconf account.

Proposals for papers should be sent to the scientific committee via the symposium website: https://fridej2025.sciencesconf.org/ 

Papers may take the form of oral presentations or scientific posters.

Proposals must include the following information: surname, first name, status, institution, title of paper or scientific poster, thematic focus, abstract of 500 words maximum, keywords (5 maximum), bibliography (3 references) and e-mail address.

The conference languages are French, Arabic and English.