RECH-Hum

BACKGROUND

Despite progress in the field of educational science, the link between research and teaching practices in the field remains tenuous. The implementation of evidence-based practices is neither systematic nor easy, and their adoption by teachers remains a significant challenge. The field of implementation has sought to understand how to promote the application of research findings in educational settings, but a gap persists between available scientific knowledge and its effective use in the classroom. To date, research has primarily focused on contextual factors, such as institutional constraints, teacher training, or educational policies. In contrast, individual factors—particularly those that influence how teachers perceive and embrace science—remain largely unexplored.

This project aims to examine the role of intellectual humility—the ability to recognize one’s limitations in knowledge, to accept one’s fallibility and ignorance—in relation to science and in the adoption of evidence-based teaching practices. The objective is twofold: first, to understand how intellectual humility influences the reception and adoption of scientific knowledge in education; second, to explore how the educational context can shape this individual characteristic to promote better integration of research findings into practice

GOING THE EXTRA MILE WITH THE SUPPORT OF LABEX CerCoG

This project will thus provide a better understanding of the psychological and contextual factors that can strengthen the link between research and practice in the field of education. By helping teachers better integrate evidence-based practices—particularly through the development of intellectual humility—it aims to encourage the adoption of effective teaching practices, with a view to reducing educational inequalities. The support of LabEx CerCoG crucial to successfully carrying out this ambitious, rigorous project, which is deeply rooted in current challenges in teacher training and pedagogical innovation.