RECH-Hum

BACKGROUND

Despite progress in educational sciences, the link between research and field pedagogical practices remains fragile. The implementation of evidence-based practices is neither systematic nor easy, and their adoption by teachers remains a major challenge. The field of implementation science has focused on understanding how to foster the application of research results in educational contexts, but a gap persists between available scientific knowledge and its actual appropriation in the classroom. Until now, work has mainly focused on contextual factors, such as institutional constraints, training, or educational policies. In contrast, individual factors—particularly those influencing how teachers perceive and embrace science—remain largely unexplored.

This project proposes examining the role of intellectual humility—the ability to recognize the limits of one's knowledge, accept one's fallibility and ignorance—in the relationship with science and the appropriation of evidence-based pedagogical practices. The objective is twofold: on the one hand, to understand how intellectual humility influences the reception and adoption of scientific knowledge in education; on the other hand, to explore how the educational context can modulate this individual characteristic to foster better integration of research results into practice.

GOING FURTHER WITH THE SUPPORT OF LabEx CerCoG

This project will thus provide a better understanding of the psychological and contextual levers likely to strengthen the link between research and field practice in the educational world. By encouraging better appropriation of evidence-based data by teachers, particularly through the development of intellectual humility, it aims to promote the adoption of effective teaching practices with a view to reducing educational inequalities. Support from LabEx CerCoG would be crucial for successfully carrying out this ambitious, rigorous project deeply rooted in current issues of educational training and innovation.