Call for proposals for training projects for 2025 and educational leave (CPP)

Focused on raising awareness and training students in artificial intelligence, transforming teaching practices and experimenting with teaching methods, acquiring teaching equipment and setting up spaces that can be used for training, and incorporating art and culture into training programs.

OBJECTIVES

Continuing its efforts to promote educational initiatives and innovations, the University of Montpellier and its partners are launching a call for projects for PEI Formation 2025, which will focus on three areas:

• The transformation of teaching practices and educational experimentation, particularly for inter-UEI projects, including in the field of arts and culture.
• Actions to raise awareness and train students in artificial intelligence
• The renewal and acquisition of teaching equipment and the development of facilities that can be used for training in connection with new teaching methods.

Winners of the PEI 2025 TRAINING Call for Proposals

Learning Lab AGROTOPI@ – Agro Institute for the Transformation and Optimization of Internationalization Education

Project leader: Céline FABRE
Component: Institut Agro

Summary: The Agrotopi@ project aims to create a Learning Lab dedicated to internationalization within the Institut Agro. This educational experimentation space will bring together, in a single location, in the form of a "Campus for All," initiatives for the internationalization of training programs and internationalization at home, focused on a set of intercultural skills at the master's, engineering school, and doctoral levels, centered around three areas: language training for specific needs, interculturality, and support for international and domestic mobility. It will rely on hybrid digital tools and strategic collaborations.

ALTECH: Food and Low-Tech Ecological and Responsible: Construction of Sustainable Food Processing Pilots Serving the Ecological Transition of Higher Education in Agri-Food in Montpellier

Project leader: Nawel ACHIR
Component: Agro Institute

Summary: The ALTECH project aims to work with students to co-develop low-tech food processing pilots through master's internships, either within or close to CIRAD's technology hall, including a dryer, an oven, and a pasteurizer powered by sustainable energy sources such as solar, biomass, or biogas. It responds to the need for pedagogical innovation and professionalization of master's and engineering programs through a multidisciplinary project-based approach and to align higher education in agri-food with the current challenges of sustainability and resilience of production methods.

DIAJ: Deployment of Legal Artificial Intelligence Tools

Project leader: Malo DEPINCE
Component: Faculty of Law and Political Science

Summary: The Law and Political Science Department at the University of Montpellier is developing a Legal Artificial Intelligence Assistant (AIAJ) to improve student training in legal writing. This project aims to integrate AI into teaching for thoughtful and effective use, with practical training and advanced research tools. Students will learn how to use the services of major legal publishers and adopt best practices in AI. The department is requesting training hours from lawyers specializing in AI and is considering an environmental audit to promote the frugal use of AI. The project team is made upProfessors representing three of the four disciplines.

Trading Room

Project leader: Edmond BARANES
Component: Faculty of Economics

Summary: The project aims to upgrade the trading room, which was initially funded by a TakeOff call for projects in 2018-2019. This equipment upgrade will enable the development of partnerships with university departments interested in the same areas of finance, risk, and economic and financial data analysis, or with external partners, particularly companies interested in training their employees through micro-certification, for example.

AIDA: Learning and Engineering of Data and Artificial Intelligence

Project leader: Naseem RAMSAHYE
Component: ENSCM

Summary: The AIDA project aims to integrate teaching on artificial intelligence (AI) and data management into chemistry courses at UM and ENSCM. It aims to provide students with a solid understanding of the ethical and responsible use of AI, particularly generative AI in the field of chemistry. The training activities will cover understanding how AI works, prompt engineering, integrating AI into workflows, and the basics of machine learning. This project will prepare chemistry students for the technological developments currently underway in the industry, while developing their critical thinking skills with regard to these tools.

CAP’CONNECT: Academic and Educational Connection for FDE Campuses

Project leader: Agnès PERRIN-DOUCEY
Component: Faculty of Education

Summary: The Faculty of Education at the University of Montpellier wishes to develop interconnected training spaces at its Montpellier, Perpignan, and Mende sites. The aim is to promote the organization of synchronous distance learning or blended learning courses in order to improve the accessibility of training and the presence of Professors, and to optimize training costs. This project is based on the acquisition of state-of-the-art technological equipment that guarantees optimal media quality and pedagogical flexibility. It is part of the new training offering that accelerates the adoption of hybrid formats, including university diplomas and micro-certifications, with a particular focus on the integration of generative AI into pedagogical practices.

KAMI: Access to oral tradition through Japanese-style theater: kamishibai

Project leader: Angèle BARIL
Component: Faculty of Education

Abstract: As part of their training in teaching and education, students at the Mende campus of the Faculty of Education will eventually be asked to collaborate on creating multilingual stories using kamishibai (a Japanese paper theater) and to implement educational sessions for students in the city's schools. In addition to the skills that can be developed through this multidisciplinary approach, the project, which is closely linked to the teaching units, will enable a learning process on storytelling, oral tradition, the arts, multilingualism, education on otherness, and cultural diversity.

AGRIPPA-3D: Remarkable Geological Outcrops of Educational and Heritage Interest in 3D

Project leader: Matthieu FERRY
Component: Faculty of Science

Summary: A significant portion of Earth and Water Science courses is devoted to acquiring "naturalist" knowledge aimed at developing field observation skills (outcrops, rocks, landscapes) and analyzing underlying processes. This project aims to supplement and enrich this teaching by allowing students to practice on 3D models before and after field trips. We will involve secondary schools and the general public in this initiative to help promote the UM's activities, enhance the appeal of our courses, and raise awareness of our natural heritage.

AVENIR: Support for Employment, Innovation, Integration, and Success — Boosting student motivation and integration

Project leader: Jean-Michel MARIN
Component: Faculty of Science

Summary: The 2024-2026 Objectives and Resources Contract of the Faculty of Sciences at the University of Montpellier highlights three strategic priorities: improving the attractiveness of courses, promoting student success, and developing international mobility. This project, led by the Faculty of Science Administration, is part of this dynamic, emphasizing professional integration and student success. It aims to strengthen student engagement, knowledge of the professional world, and skills acquisition through visits, exchanges with experts, and meetings with alumni. 

LUDOM: LUDOmathématiques in Montpellier

Project leader: Sylvain BROCHARD
Component: Faculty of Science

Summary: We propose to run weekly workshops for students on games and mathematics. The aim will be to provide a mathematician's perspective on certain games and to make mathematics fun. The "core target" consists of students enrolled in the bachelor's degree program in mathematics (with a priority focus on first-year students), representing approximately 250 students, but the activity will be open to all interested students, including those in master's programs and/or other fields of study.

Wood 2050: Training graduates of the Master's in Wood Science to meet the challenges of the forest-wood industry in 2050

Project leader: Sandrine BARDET
Component: Faculty of Science

Summary: The Master's degree in Wood Science covers wood from its formation in trees to its many uses, from materials to molecules, incorporating economic, social, and environmental issues. This interdisciplinary scientific program uses innovative learning methods to help each student develop their career plans. Off-campus weeks are organized with our partner schools at the forefront of the wood industry of tomorrow to train graduates for the challenges of the evolving forestry and wood sector. 

AMAPPHYS: Room layout for Problem-Based Learning in Physics

Project leader: Laetitia DOYENNETTE
Component: Faculty of Science

Summary: The AMAPPHYS project aims to fit out a new room in Building 12 to accommodate students enrolled in problem-based learning (PBL) courses. This new teaching practice is being developed within the Physics Department for various course units, such as Electromagnetism L2/L3 and a course unit on ecological transition and sustainable development (TEDS). To support these teaching initiatives, we need financial support to equip one of the rooms in Building 12 with dedicated facilities.

BILL2: Bioinformatics Learning Lab 2.0: Collaborative educational innovation for health and the environment (BILL 2.0)

Project leader: Anna-Sophie FISTON-LAVIER
Component: Faculty of Science

Summary: The BILL project (Bioinformatics Learning Lab; Teach, Learn, Share and Publish), launched in 2019, led to the creation of the FDS's first learning lab. In this space (practical work room + computerized and modular project room), students from different backgrounds work collectively on research projects using cutting-edge sequencing; and promote their work (publications, conferences) and skills for better employability. The BILL 2.0. project aims to optimize and adapt the equipment in this space (acquisition of portable sequencers, inclusive computer equipment), but also to "spread" the BILL concept to other FDS programs, university departments (IUT), and universities.

NDT-IR: Non-Destructive Testing using Infrared Thermography

Project leader: Philippe CHRISTOL
Component: Faculty of Science

Abstract: Infrared (IR) thermal imaging opens up new applications, particularly in industrial risk prevention through non-destructive testing (NDT). The objective of the NDT-IR Practical Work project (non-destructive testing using infrared thermography) is to implement experimental measurements for detecting deep defects in materials using active modulated thermography. This practical work will be aimed at students in the EEA Master's program, and even those specializing in PHYMATECH, as well as those in the SNS Master's program, in order to anticipate the future use of IR cameras in medical settings to aid in diagnosis by mapping metabolic variations in patients. 

I’YES: Improve Your English Skills

Project leader: Marie-Pierre TOURNAIRE
Component: Faculty of Science

Summary: The Improv' Your English Skills project aims to develop language skills, as well as the interpersonal skills that are essential in the professional world. These skills remain difficult to develop using AI. The project involves setting up language remediation workshops for students at the University of Montpellier through the practice of theatrical improvisation. These workshops will be open to all students at the university, regardless of their level of study.

IAPhys: AI Training for Physics

Project leader: David CASSAGNE
Component: Faculty of Science

Summary: Given the growing use of AI in physics (particularly deep learning), this project aims to provide training in artificial intelligence for physics to all second-year master's students majoring in physics and applications. This 30-hour per year course will be taught using an interdisciplinary approach by two physicists and a computer scientist. This project will enable the development of skills that will be extremely beneficial for the professional integration of the 2025-2026 and 2026-2027 cohorts, pending the implementation of new training models in 2027.

ILI@D II: International Lab for lEarning (ILE) for Internationalization at Home, Second Phase

Project leader: Cathy GOUCHAULT
Component: Montpellier-Sète University Institute of Technology

Summary: As a reminder, the ILI@D project was fully in line with the international strategy of the Montpellier-Sète University Institute of Technology (IUT) and, more broadly, that of the University of Montpellier (UM). ILI@D is a continuation of this strategy: following the implementation of the International and Intercultural Option (OOII), which will be taken by 60 students at the IUT MS in 2024-2025 (a 140% increase on the previous year), the creation of an English as a Medium of Instruction (EMI) training course for UM teaching staff (which meets the COMP 2023-2025 requirements for English-language training cycles), the first session of which will take place in June 2024, and finally the implementation of a first phase of Virtual Exchange (VE), the renewal of the ILI@D II project will enable this program to be rolled out to administrative staff, the continuation of oral English practice workshops for teaching and administrative staff, which take place twice a month at LIE de l'UT MS, and finally the creation of an intercultural and international meeting event.

TALENT: Tablet for use with the Electronic Laboratory Notebook and Technical Notebook

Project leader: Guilhem ARRACHART
Component: Montpellier-Sète University Institute of Technology

Summary: The aim of this project is to acquire digital tablets as part of a digital educational transformation. It will enable students to record each practical experiment in detail in an electronic laboratory notebook (eLabFTW currently being rolled out at the University of Montpellier) using resources created and tested by teachers. This new method of writing and submitting practical work reports aims to facilitate the sharing of data and results between students and teachers, while ensuring their traceability.

CHCD: Sustainable Construction Challenge

Project leader: Caroline DENHEZ
Component: Nîmes University Institute of Technology

Summary: The GC-CD challenge brings together all GC-CD departments in mainland France and overseas territories. Its aim is to raise students' awareness of sustainable construction while enabling them to learn how to use new tools (BIM). It also involves comparing their vision of a project with that of other participants, thereby developing their critical thinking skills.

VRL: Virtual Reality for Learning

Project leader: Walid DEBOUCHA
Component: Nîmes University Institute of Technology

Summary: The objective of this educational project is to implement new practical work using advanced learning tools, in particular virtual reality (VR) for BUT GC-CD and BUT GMP students, in order to meet the requirements of the national program and promote the professional integration of students. This project is also aimed at professionals, as part of continuing education and short courses (micro-certifications), enabling them to acquire new skills tailored to the needs of the job market. For the BUT GC-CD program, the courses concerned are "Building Works," "Design Office," and "Renovation and Improvement of Building Environmental Performance." For the BUT GMP program, the course concerned is "Digital Simulation and Virtual Reality." For the BUT SGM program, the course concerned is "Product and Materials Engineering Professions."

SPART-Clinic:

Project leader: Orianne VILLARD
Component: Faculty of Medicine

Abstract: Medical interns have a portfolio of skills to acquire during their postgraduate training. The current format makes formative assessment difficult, both for interns, who struggle to track their progress and develop a reflective approach, and for teachers, who struggle to monitor and assess learners' progress. In addition, postgraduate certification often remains implicit and informal, despite the high level of responsibility required by the profession. We propose a digital tool for self-assessment and monitoring of interns' skills by senior supervisors, which will be developed as an extension of the SPART-App application (already supported by the University of Montpellier). It will thus enable the collection of innovative educational data to assess the acquisition and certification of clinical skills of future practitioners.

The FORUM:

Project leader: Sylvie SAMMUT
Component: MOMA – Montpellier Management

Summary: The equipment project involves the purchase and installation of audiovisual equipment (screens, video projector, audio system) and videoconferencing equipment for Room D 000 "LE FORUM," which is undergoing a complete renovation. MOMA needs a large, modular room that can accommodate students for small group work (serious games or business games), executive training seminars, or meetings with the ecosystem (THINK Lab sessions, for example). The three planned configurations (two half-rooms or one whole room) will be equipped with videoconferencing systems.

Pharmac’IA: Hybrid Program for Support and Reflection on AI Learning Methods and Skills

Project leader: Maxime LOUET
Component: Faculty of Pharmacy

Summary: We propose creating hybrid educational programs for students and teachers at the Pharmacy campus to train them in the informed use of new AI tools in healthcare. To implement these two hybrid programs, we propose creating Small Private Online Courses (SPOCs) including various educational content and real-life use cases from healthcare professionals. We propose providing ongoing support to campus teachers in preparation for the new training program offered by the UFR as part of the LMD6, in order to better train students.

SYSTRAN: A systemic approach to transition through controversy

Project leader: Jean-Louis BANTIGNIES
Component: Polytech

Abstract: Faced with the challenges of ecological and societal transition, we propose an innovative educational approach: the deployment of training combining a systemic approach, active learning through controversy, and micro-certifications. This type of flexible and motivating learning will make education more accessible and certifiable for students, while offering a wider audience (professionals, communities) the opportunity to benefit from these micro-certifications.

DCM STAPS: Dance and Body in Motion: Immersion in an Artistic and Educational Experience in STAPS

Project leader: Frédérique TISON
Component: UFR STAPS

Summary: The project is part of the UFR STAPS's desire to broaden students' skills by offering them an immersive experience in the field of dance through the residency of a dance company on our premises. This is an area that is often overlooked in traditional sports and health training programs. The objective is to promote a multidisciplinary approach, where students discover and apply the principles of dance in various professional contexts, whether in Physical Education and Sports, Adapted Physical Activities, or in health environments such as nursing homes.

PERCA: Teacher posture and relationship to the body and others

Project leader: Anne CANIVET
Component: UFR STAPS

Summary: The project aims to offer third-year students enrolled in the APA-S (adapted physical activity and health) bachelor's degree program the opportunity to observe their professional posture and analyze it in terms of how it affects their relationship with specific audiences (people who are ill, disabled, or have various disorders).  Through bodily sensations, tools for reading the body, and attitudes within groups, students will learn ways to readjust their posture and adapt to the audience in front of them in order to maintain an attitude of openness, kindness, and shared responsibility when working with people.

Focused on supporting students' success, primarily in their first years of study at UM.

OBJECTIVES

Many factors contribute to student success, and several support mechanisms have been put in place within the University (remedial classes, tutoring, revision week, etc.). In order to consolidate existing measures* and try out new ones, the University is launching a call for PROPEDA projects aimed in particular at supporting first-year students. The projects will aim to help students adapt to university requirements and methodologies, including disciplinary ones, and to strengthen their motivation and learning techniques, etc.

*excluding tutoring, which has a specific budget

Winners of the 2025 PROPEDA TRAINING call for proposals

RemedMath: Remediation in Mathematics L1 Economics

Project leader: Edmond BARANES
Component: Faculty of Economics

Summary: As part of the measures already offered by the Economics Department to help students succeed in their bachelor's degree (refresher courses in mathematics before the start of the first year, supervised revision weeks, tutoring, the "Réussir" program), the Economics Department wishes to implement remedial teaching measures focusing on key mathematical concepts for economists that first-year students find difficult to grasp.

PROGRESIA: PROGRESS and SUCCESS with AI

Project leader: Marc ROZE
Component: Faculty of Economics

Summary: This project aims to set up an optional teaching unit in the first semester of the first year of the economics bachelor's degree, focusing on the ethical and effective use of generative artificial intelligence (AGI) to improve student success. The course, which will be mainly online with a few in-person sessions, will cover four modules: A. Understanding AI and its challenges, B. AI-assisted note-taking, C. Optimizing revision with AI, and D. Producing outputs. The practical approach and continuous formative assessment will enable students to acquire concrete skills that can be immediately applied in their studies. 

MAESTRIA: Mastery and Support in Education with the Help of Technology and Research .

Project leader: Jean-Michel MEYRE
Component: Faculty of Education

Summary: The proposed project aims to consolidate and strengthen the foundations of Master 1 MEEF 1st degree students in mathematics and French, which are essential elements for their future profession as school teachers. Through a targeted program and an innovative pedagogical approach (use of AI, interactive platforms, etc.), students will deepen their skills in these two disciplines. The goal is to provide them with the necessary tools for academic and professional success. At the same time, it will encourage collaboration and exchange between trainers.

START: Transition and Orientation Week for Success in Science at Triolet

Project leader: Frédéric LEMOIGNO
Component: Faculty of Science

Summary: The START project is a continuation of the "Intègre ta Fac" project (AAP Propeda 2023). Building on the success of this pioneering project, aimed solely at "yes, if" students, it aims to support the integration and strengthen the motivation of all new entrants in their first year of undergraduate studies, but also to create social ties between these students in order to reduce disengagement during their first year in higher education. This project will combine individual interviews, a tour of the campus, university services, and training through group activities that promote cohesion within each of the L1 portals.

NEO-TEС: Welcoming new high school graduates from technical high school programs

Project leader: Mireille GALLONI
Component: Montpellier-Sète University Institute of Technology

Summary: The Montpellier Sète University Institute of Technology (IUT) is stepping up its efforts to welcome and integrate new high school graduates, nearly a third of whom have technological baccalaureates. The goal of having 50% of technological baccalaureate holders in each department's cohort each year requires us to implement new tools. As a result, the welcome, support, and follow-up services developed over the past two years are being improved in several areas. This year, we have added a welcome service for foreign students coming from international exchange programs (Erasmus, etc.) or foreign school systems.

SAY: Dedicate the Initiative to Student Success

Project leader: Catherine LACOUR KOOBUS
Component: Nîmes University Institute of Technology

Summary: This project is part of a series of initiatives carried out at the University Institute of Technology (IUT) in Nîmes, aimed at promoting the success of students in BUT1. It offers targeted actions, including a 15-day intensive summer course to consolidate knowledge and reinforce working methods. A day of pedagogical training for teachers and their participation in seminars will enrich their practices for the benefit of students. Finally, the project continues the development of the "Becoming a Student" module, launched last year, to support students in their adaptation to the university environment.

PrepECOS: Year 2

Project leaders: Blaise DEBIEN & Denis MORIN
Component: Faculty of Medicine

Abstract: Students find it difficult to perform clinical examinations on standardized participants. It is necessary to familiarize them with standardized patients (SPs) (codes, rules, and limitations) from the very beginning of their studies. The emergency care training certificate (AFGSU) is the ideal framework for developing this skill. The results of the first session in 2024-2025 encourage us to continue the experiment.

ACCOMP: Support for the success of first-year students and students with special needs.

Project leader: Karen GODARY DEJEAN
Component: Polytech

Summary: First-year students often face difficulties adapting to the working methods required to succeed in higher education, especially when their specific circumstances expose them to learning rhythms and methods that differ from traditional teaching approaches. This project proposes two measures to support these students: personalized support for success and the development of methodological learning support. The methods developed will be tested on a pre-identified test population: high-level artists and athletes, and students with disabilities in PeiP preparatory classes. Some of the educational and methodological elements will then be disseminated to a wider range of audiences.

The PédagoN’UM call for projects, “Digital Pedagogy at UM” (formerly AAP CNUMF), is open from December 12, 2024, to March 4, 2025, before 12 p.m. It focuses on six types of projects:

1. Experimentation with generative AI for training
2. Production of new advanced digital educational resources 
3. Digital technology for assessments (peer assessment, skills assessment, etc.) 
4. Bimodal hybridization of teaching 
5. MOOC 
6. Other educational transformation projects involving digital technology

Winners of the PEDAGONUM 2025 Training Call for Proposals

Legal design applied to local government law:

Project leader: Nelly Sudres
Component: Faculty of Law and Political Science

Summary: The aim is to offer students workshops designed to help them develop skills in legal design, which is an application of the design thinking methodology to the field of law and aims to improve the comprehensibility of legal information and advice through the use of various tools, particularly visual ones. To do this, it is necessary to first learn this method in order to be able to teach it to students in workshops requiring access to appropriate software.

P2P & SOCIO/HPE CM:

Project leader: DAOU Marie
Component: Faculty of Economics

Résumé : Ce projet vise à introduire une évaluation par les pairs {sous forme d’évaluation formative) via ChallengeMe pour les étudiants de L2 en sociologie et ceux en L3 en Histoire de la pensée économique. Les cours sont exclusivement magistraux sans TD. L’enjeu est de donner la possibilité aux étudiants de s’exercer en amont à la modalité d’examen de ces deux matières, la dissertation. L’idée est de renforcer l’autonomie des étudiants dans l’acquisition des prérequis de l’exercice de la dissertation {certains n’en ont jamais rédigé). Également, pour ceux qui maîtrisent la méthodologie, de perfectionner et améliorer leurs propres travaux.

Improvements to the Macroeconomics II course:

Project leader: PIETRI Antoine
Component: Faculty of Economics

Summary: This project aims to improve macroeconomics learning in the Réussir en L1 program through innovative digital tools. It includes the creation of educational videos and multiple-choice questions to facilitate the transition between semesters, the integration of regular assessments on Moodle, and the redesign of the MacroKiff serious game for better accessibility. The goal is to strengthen learning continuity, promote student engagement, and improve student success.

SpEED-FLE (Specific/Teaching/Education/Distance Learning – French as a Foreign Language):

Project leader: Sandrine Bazile
Component: Faculty of Education

Summary: The Faculty of Education in Montpellier plans to launch a language skills center in 2025 to enable students and staff to receive training in English as a foreign language or French as a foreign language. As part of this initiative, the Faculty of Education wishes to create French language teaching resources for specific purposes, aimed at non-native speakers who have chosen to pursue a career in education.

PéGAZ (Pedagogy and AI-powered Assistance Generators):

Project leader: Sylvain COLLE
Component: Faculty of Education

Summary: The project aims to integrate generative AI into the training of future teachers in order to improve their subject-specific skills (mathematics, English) and support them in their research work (writing dissertations, bibliographic analysis). Initially, the creation of resources, carried out by a small group of trainers, will be combined with self-study sessions dedicated to this team. In a second phase, the pooling of resources on Moodle will be integrated into a hybrid and collaborative system, combining self-training and group workshops, and will be available to all FOE teachers. The objective is to develop a critical and ethical culture of AI while experimenting with its educational uses. The evaluation will focus on the impact of these tools on student success and the transformation of teaching practices.

Scientific mediation at the crossroads of history, arts, and sciences – Understanding the world and becoming a participant in SAPS (Science with and for Society):

Project leader: GUEDJ Muriel
Component: Faculty of Education

Summary: This project concerns the digital component of a university diploma (DU) dedicated to scientific mediation and organized in a hybrid format (face-to-face and online content). The online content, which is the subject of this project, aims to supplement and reinforce several modules of the university diploma, enabling learners to work independently, reinforce theoretical elements and references, and illustrate the training content with a wide variety of case studies.

Videos on Discovering Animal Physiology:

Project leader: Yves Muller
Component: Faculty of Science

Abstract: This project, consisting of videos and podcast episodes, aims to support students in their learning of animal physiology by adopting an approach focused on the analysis of historical experiments. It will present the fundamental principles of this discipline, illustrate the key stages of the experimental process, and offer corrected exercises on major biological functions such as nutrition and digestion.

CHIMAES-L1 (Chemistry Self-Assessment and Support – L1) – Part 3:

Project leader: HENN François
Component: Faculty of Science

Summary: Our request concerns the same project, i.e. CHIMAES, as that submitted in previous years, namely the development of comprehensive course modules and self-assessment tools covering the prerequisites and learning outcomes of the first-year chemistry program. The first two phases on prerequisites and several chapters of the first-year program have been completed and are available online. Three chapters corresponding to three L1 chemistry course units from the PCSI portal still need to be developed, some of which are shared with SVSE-PCAV.

Introduction to materials and AI in the flipped classroom:

Project leader: Sylvain Catrouillet
Component: Faculty of Science

Abstract: We offer an introductory course on inorganic and polymeric materials for approximately 200 second-year undergraduate students, including 12 hours of flipped classroom tutorials to introduce students to the use of AI for generating reports and presentations. The goal is to familiarize students with AI technologies and prepare them to use them critically and ethically, while learning about materials and improving their communication skills.

Eco-AI: Towards innovative teaching methods in biology, ecology, and evolution through generative artificial intelligence:

Project leader: Bastien Merigot
Component: Faculty of Science

Summary: Eco-IA aims to provide the knowledge and skills needed to optimize the formulation of state-of-the-art research questions, experimental protocols, statistical data analysis, and reporting materials (reports, oral presentations). It is intended for students working on group projects within the FIRE (Formation Innovante par la REcherche) program offered as part of the Master's degree in Biology, Ecology, and Evolution (B2E).

2D-3D – 2D and 3D digitization of zoology collections:

Project leader: FABRE Pierre-Henri
Component: Faculty of Science

Summary: The project aims to digitize specimens from the educational collections of the Biology-Ecology and Earth-Water-Environment departments in 2D and 3D in order to enrich and make educational materials available to undergraduate students. These digital resources will serve as an extension to teaching (augmented face-to-face/distance learning), revision and in-depth study (augmented face-to-face), and thus to the renewal of our student assessment practices.

New digital resources for experimental skills in physics exams for secondary school teacher recruitment:

Project leader: SCRIBANO Yohann
Component: Faculty of Science

Summary: The project aims to develop a bank of educational videos (short clips, podcasts) that would present, in an educational manner, the various experimental practical work expected in the external CAPES (CAFEP) physics and chemistry exams. These videos will be provided to MEEF master's students at the University of Montpellier to help them prepare more effectively for these exams (physics lessons) by adapting to the various programs in force in secondary schools (and the specific equipment available in these establishments). The aim is to provide them with specific help to pass the exam, but that's not all. Successful future teachers will be able to use these new educational resources to start developing their lessons with confidence at the beginning of their new professional career, which will help improve their skills and contribute to better quality education for students.

EMIAOU: Teaching Mathematics and AI: What Opportunities Are There at University?

Project leader: Gaëtan Planchon
Component: Faculty of Science

Abstract: The EMIAOU project aims to contribute to discussions on the integration of AI into university teaching. By targeting topics from the mathematics bachelor's degree program, we will design sessions that explicitly incorporate the use of generative AI and test these sessions with small groups of volunteer students in order to measure the effects of this type of approach on learning.

AI and Assessments: Measure, Compare, Adapt:

Project leader: DOSSA Maximilien
Component: IAE Montpellier

Abstract: This project aims to evaluate the ability of artificial intelligence (AI) to pass university exams, with or without human assistance. By testing different AIs (ChatGPT, Copilot, and Mistral) on various types of exams, we will analyze their performance. This study will identify the assessments most sensitive to the use of AI and allow us to adapt our assessment practices accordingly.

CGPT V11 MOOC:

Project leader: Céline AVERSENG
Component: IAE Montpellier

Summary: 11th edition of the MOOC dedicated to management accounting. It presents the links between management accounting and financial accounting, as well as how to set up cost calculations in a spreadsheet (Microsoft, LibreOffice, Google Sheets, etc.). It offers an introduction to three complementary cost calculation methods.

Creation of a scalable training module on generative AI: in-depth analysis and interactive scenarios:

Project leader: DOSSA Maximilien
Component: IAE Montpellier

Summary: This project aims to update and supplement existing resources on generative artificial intelligence (GAI) into a comprehensive and scalable training module tailored to the needs of students in our department. In addition to the four resources already in place (how GAI works, responsible use, prompt writing, and academic use cases), we want to add new resources to keep pace with rapid developments in the field, as well as interactive assessments: practice tests, placement tests, and a "Challenge Me" activity, in order to encourage student engagement and place them in real-life situations where they can use GAI.

Using generative AI to design and run an immersive case study in Management Control:

Project leader: Céline AVERSENG
Component: IAE Montpellier

Abstract: This project aims to experiment with the use of generative artificial intelligence (GAI) for the design and use of immersive case studies in management control teaching. The experiment, conducted with Master's 2 students, would enable the creation of an engaging educational scenario based on a complex database and fictional interlocutor profiles. Students would be able to interact with these profiles via a structured prompt, thereby promoting active and applied learning. The aim of this project would be to explore the integration of GAI into training in order to enrich teaching approaches and optimize the production of educational resources.

Agentic_ARl-stote_agent for iterative planning of assessment training exercises:

Project leader: Xavier Bailly
Component: IPAG

Summary: The aim of the project is to offer students enrolled in L3 and M1 public administration and M2 senior civil service courses an agentic AI as a personal learning assistant for one academic semester to help them prepare for the category A and A+ civil service exams. An agentic AI refers to artificial intelligence that functions as an autonomous agent, capable of making decisions and acting proactively (without prompts) to achieve objectives. Unlike traditional AI, which simply responds to specific queries (such as classic ChatGPT), an agentic AI can plan, act, adapt, interact, and persist. As part of the project, agentic AI will draw on materials specially created as part of the previous Pedagonum call for proposals and dedicated to several courses. It will integrate them into the ChatGPT environment, relying in particular on the "Tasks" and "Actions" features, deployed in January 2025, which organize the personalized mobilization of the various materials. This approach should make it possible to offer students educational pathways tailored to their specific profiles.

GENIUS – Digital Generation and Experimentation of Images and Synthetic Universes:

Project leader: Benoit DARTIES
Component: Béziers University Institute of Technology

Summary: With the emergence of generative AI in computer graphics and now in video, MMI (Multimedia and Internet Professions) training must be completely rethought and adopt the AI shift as quickly as possible. This project aims to integrate generative AI into computer graphics and audiovisual education. It will enable experimentation with these tools for the creation of images, videos, and interactive scenarios, and ultimately determine which tools the department should focus on for mass deployment among students. The objective is, on the one hand, to optimize the creative process while evaluating the educational impact of AI on the productions and skills developed, and, on the other hand, to consider how to reduce investment/operating costs (audiovisual equipment, software licenses) for a similar creative result. A framework for peer evaluation and automated analysis of achievements could be put in place to measure the real benefits of these technologies.

Hybrid information monitoring:

Project leader: MESSAOUI Anita
Component: Montpellier-Sète University Institute of Technology

Summary: The project aims to transform a course on information monitoring in BUT 3 computer science from a fully face-to-face format to a hybrid format based on two challenges. First, the aim is to revitalize a course whose face-to-face format does not allow all the expected objectives to be achieved. The transformation should stimulate regular student engagement in information monitoring activities through participation in a Moodle forum. Second, the creation of short audio and video resources on theoretical knowledge will facilitate access for the target audience (work-study students) and enable the dissemination of content to other courses.

Team project: Collaborative learning and assessment:

Project leader: LAVABRE Ludovic
Component: Montpellier-Sète University Institute of Technology

Résumé : Mise en œuvre de l’évaluation par les pairs dans le cadre d’un travail en équipe dans le domaine du Génie Electrique et Informatique Industrielle (GEII) des étudiants du Bachelor Universitaire et Technologique {BUT) et de la Licence Professionnelle (LP) Chargé d’Affaire en Ingénierie Électrique et Électronique (CAIEE).

Pair’SAE – Peer evaluation of an educational project via ChallengeMe: the case of an SAE in Computer Science:

Project leader: CHOLLET Antoine
Component: Montpellier-Sète University Institute of Technology

Abstract: As part of a Learning and Assessment Situation, a project was proposed to a class of first-year computer science students (137 students). Working in groups of four to six, the teams had to submit several deliverables to the ChallengeMe platform, each of which was peer-reviewed using a criteria-based grid. In addition to an evaluation by the faculty, the entire educational progress of the teams was evaluated by their peers.

Compan’IA – Use of customized GTPs via ChatGPT in competency-based learning: the case of the Computer Science degree:

Project leader: CHOLLET Antoine
Component: Montpellier-Sète University Institute of Technology

Abstract: As part of the Computer Science Bachelor's Degree program, which is offered entirely through competency-based learning, AI offers several opportunities for training. Thanks to the configuration of customized GPTs made possible by IAG ChatGPT, the Compan'IA project explores training opportunities for students in the Computer Science Bachelor's Degree program. Like teaching assistants working alongside teachers, GPTs support the acquisition of the skills expected in the BUT Informatique program.

Changes to the teaching of Algorithms in the BUT Physical Measurements program:

Project leader: Jean-François AVERSENG
Component: Montpellier-Sète University Institute of Technology

Summary: This project aims to optimize the teaching of algorithms in the BUT Physical Measurements program through the production of new advanced digital teaching resources combining face-to-face and asynchronous distance learning. Face-to-face sessions (10 hours) will be devoted to complex concepts and practical application, while the resources available in asynchronous distance learning will enable independent progress with video clips, interactive quizzes, H5P activities, and self-correcting exercises. This approach will strengthen student engagement, facilitate gradual assimilation, and maximize the use of face-to-face time. It will also allow for more individualized learning and more effective monitoring thanks to digital tools.

Virtual reality for learning (VRL):

Project leader: DEBOUCHA Walid
Component: IUT de Nîmes

Summary: In order to meet the requirements of the national BUT GC-CD and BUT GMP programs and to promote the professional integration of graduate students, this educational project consists of developing and implementing new practical work using advanced learning tools based on virtual reality (VR) for BUT GC-CD and BUT GMP students. This project is also aimed at BUT SGM students and professionals (through continuing education), enabling them to acquire new skills tailored to the needs of the job market.

LABE – Understanding and embracing the representation of the body in art as a tool for combating fatphobia in health studies:

Project leader: Jean-Baptiste Bonnet
Component: Faculty of Medicine

Summary: Weight stigma in the medical field is well documented and is associated with reduced use of healthcare services. As a tool to combat this, we offer healthcare students a training course on body perception and its representation in art through the ages, in the form of an audio-guided tour (via a smartphone interface) at a leading fine arts museum (the Fabre Museum in Montpellier). Project developed in collaboration with the Fabre Museum and a patient partner.

Monitoring and evaluation of the clinical skills of medical interns:

Project leader: VILLARD Orianne
Component: Faculty of Medicine

Abstract: Medical interns have a portfolio of skills to acquire during their postgraduate training. The current format makes formative assessment difficult, both for interns, who struggle to track their progress and develop a reflective approach, and for teachers, who struggle to monitor and assess learners' progress. In addition, postgraduate certification often remains implicit and informal, despite the high level of responsibility required by the profession. We propose a digital tool for self-assessment and monitoring of interns' skills by senior supervisors, which will be developed as an extension of the SPART-App application (already supported by the University of Montpellier). It will thus enable the collection of innovative educational data to assess the acquisition and certification of clinical skills of future practitioners.

"Envi-motion SPES Project: Creation of short videos on environmental health for the general public":

Project leader: Jean-Baptiste TOSTAIN
Component: Faculty of Medicine

Summary: This format will be integrated into the primary care, environment, and health (SPES) training program run since 2021 by the Montpellier-Nîmes University Department, MSP Avicenne, and Dr. CARBONNEL (MCU-MG) for the environmental health training of students in the D.E.S. program in general medicine. This training consists of an annual one-day in-person session with expert lectures in the morning and thematic workshops in the afternoon on the topic of environmental health. It was initially intended for D.E.S. 1 general medicine students to meet the objectives of the PRSE. The theme of the SPES 2025 conference is "My Health, My Territory" and is open to CLS coordinators from the Occitanie-Est region, environmental health representatives from the ARS, and territorial health coordinators from MSP/CPTS. Each year, we presented a face-to-face "general public" format. Given the low number of participants on the evening, we would like to offer a more fun, asynchronous remote format that is better suited to current modes of communication. We would like to produce short educational videos in partnership with faculty experts on environmental health topics. These video clips will answer questions focused on current issues of concern to the population in terms of environmental health. We could offer four videos in the first year:

1. How does climate change affect my health?
2. PFAS: where are they found and how can they be avoided?
3. What to choose: Tap water or bottled water?
4. Reducing environmental exposure through diet.

These short video clips, lasting between 1 and 3 minutes, will be dynamic, edited, and adapted to current communication formats. They can be integrated into a YouTube channel or other types of mainstream media.

Educational podcast for the daily practice of general practitioners in France:

Project leader: GRIFFITHS Karolina
Component: Faculty of Medicine

Summary: MedG éclairé is an educational podcast aimed at general medicine students, offering a short format to keep them informed of scientific developments in primary care. This year, we want to enrich the educational approach, improve interaction, and optimize knowledge transfer through peer review assisted by artificial intelligence (AI). We are seeking the support of the audiovisual team for the post-production and distribution of the episodes.

Information Module for Caregivers of Aging People with Disabilities – MIA-PHV:

Project leader: MIOT Stéphanie
Component: Faculty of Medicine

Summary: Little research has been done on aging adults with disabilities, and the support available to them is largely inadequate. Their family and professional caregivers are on the front line and often feel helpless. The Montpellier-Nîmes School of Geriatrics and Gerontology offers short informational videos for caregivers of people with disabilities to help them identify and support this sometimes accelerated or pathological aging process.

Resolving ethical dilemmas in AI-assisted simulation scenarios: Learning through play:

Project leader: MUSSOL Sarah
Component: MOMA – Montpellier Management

Summary: This project aims to develop an interactive simulation (AI) to enable students to experience ethical dilemmas, resolve them, and receive feedback on their acquisition of ethical skills. The objective is to measure and improve their ethical skills using automated assessments and personalized feedback. The idea would be to integrate this simulation into the Moodle platform. Failing that, the development of a dedicated tool could be considered.

Issues, outline, and bibliography for a mandatory L2 AES internship report with the help of AI:

Project leader: Virginie Leroux
Component: MOMA – Montpellier Management

Summary: This project aims to improve support for second-year AES students in writing a problem-based internship report. It proposes a five-session teaching sequence incorporating the use of AI to help students identify problems, conduct documentary research, organize their ideas, improve their writing style, and adopt a reflective stance regarding the use of AI (limitations, benefits, relevance, etc.). Funding from the AAP will enable this sequence to be tested and improved before its integration into the new L2 AES curriculum in 2027.

Compt’adventure: the MOOC:

Project leader: Guillaume Dumas
Component: MOMA – Montpellier Management

Summary: In 2023, I was awarded an AAP PEI grant. Following this, I developed an introductory accounting game. It takes the form of a free mobile app that can be used on smartphones. It has been rolled out at the University of Montpellier (notably MOMA and the Faculty of Economics). In six months of operation, the app has been downloaded 1,250 times and more than 6,000 games have been played. Students like the app. However, the app has been most effective when teachers have combined it with a related course. In this context, I would like to develop a distance learning course sequence (MOOC format) that would allow the app and the associated course sequence to be deployed to all e-learning courses and, more generally, to all individuals wishing to learn accounting (e.g., high school students studying management and technology, students studying for a BTS or BUT diploma, entrepreneurs, and professionals wishing to learn accounting).

Use of AI to improve peer review:

Project leader: Guillaume Dumas
Component: MOMA – Montpellier Management

Abstract: In 2024, I obtained an AAP – Pedago-N’UM for the deployment of peer assessment (now EPP) in my courses. The article by Dumas et al. (2025) presents the effects of this pedagogical device. In particular, it appeared that the comments made by students were sometimes incomplete. It also appeared that some students doubted the quality of their comments and that finding themselves in the evaluator's shoes could be uncomfortable for them. Therefore, we want to integrate AI into the PEA. This AI would indicate whether the comments made by students are constructive, kind, clear, etc. We have already contacted Challenge Me to use and customize the AI solution they offer in their tool.

Constructive peer feedback assisted by generative Artificial Intelligence:

Project leader: BEZ Sea
Component: MOMA – Montpellier Management

Summary: This project aims to integrate generative artificial intelligence to support students and teachers in peer assessment. In collaboration with Montpellier-based start-up ChallengeMe, the project involves testing ChallengeMe's AI to improve the quality of feedback produced by students on oral presentations given by other students and to facilitate analysis by the teacher. Students will learn to formulate constructive evaluations, thereby strengthening their management and evaluative judgment skills. AI thus becomes a key teaching assistant, supporting learning and feedback management.

Generative AI for medical research training:

Project leader: BOUTIN François
Component: Faculty of Dentistry

Abstract: Our health students have already adopted generative AI (GIA) for their research work, for better or sometimes worse... However, carrying out such work requires a rigorous methodology. We do not expect "probabilistic" content, but rather personal reflection and critical analysis. The objective of this project is to identify good and bad practices in the use of GAI to support the production of a scientific medical report, with an emphasis on personal and "enriching" work for the student.

AgingEval 360:

Project leader: RICHAUD Myriam
Component: Faculty of Pharmacy

Abstract: This project aims to develop the evaluative judgment and group work skills of students in the Master's program in Drug and Health Product Sciences, Aging and Anti-Aging Strategies track, at the Faculty of Pharmacy. Although we initiated this process last year with the first use of the ChallengeMe tool, this new phase goes much further by introducing inter-group and intra-group peer assessment. It will enable students to develop their soft skills and project assessment skills.

Institute for Health and Medicines (ISM):

Project leader: Patrick Poucheret
Component: Faculty of Pharmacy

Summary: The Health & Medicine Institute (ISM) aims to optimize pharmacy students' pharmacotherapeutic skills and good pharmacy practices through the development of educational and teaching innovations based on complex and systemic thinking applied to prescribing in the context of shared medication reviews, therapeutic patient education, and interprofessionality.

Training to become better informed – session 2:

Project leader: SIMON Claire
Component: SCD

Summary: This project aims to offer a new session of the course "Se former pour mieux s'informer" (Training to become better informed), the MOOC created and run in 2024 on the FUN MOOC platform by librarian-trainers from the Joint Documentation Service, focusing on the acquisition of information skills for the general public (combating fake news, critical thinking, ethical and responsible use of information). This new edition will reproduce the educational scenario while incorporating the updates and additions made necessary by the development of Generative Artificial Intelligence tools and the specific challenges that arise from them.

Written assignments 1 and 2 and triple correction – Peer assessment:

Project leader: DEAS Anaïs
Component: UFR STAPS

Summary: This project is a continuation of a previous call for projects, with the aim of stabilizing it. As part of their preparation for the CAPEPS exam, Master 2 Meef students benefit from three mock exams in writing 1 and three mock exams in writing 2, under exam conditions (five hours of writing on a CAPEPS-type subject). The objective here is twofold: first, to offer them a fourth mock exam for each written assignment, on a subject similar to that of the exam, and second, to offer them the opportunity to become correctors themselves in order to familiarize themselves with the assessment criteria they will be subject to during the exam. Peer assessment is an interesting way to become aware of the requirements expected in the recruitment exam to become a teacher. We propose the following formula: each student corrects three assignments and is corrected by three other students who have written assignments. To do this, we need to produce a subject, a correction guide, and several explanatory videos to help them evaluate their peers. Students will therefore also have the opportunity to take on the role of corrector using a criteria-based grid. By becoming someone else's corrector, they develop a better understanding of the competition requirements. This new project focuses more on understanding the requirements through the use of the correction grid in a jury situation, which we will develop in the accompanying videos.

Learning to identify a basketball play system:

Project leader: DEAS Anaïs
Component: UFR STAPS

Summary: One of the training objectives in the second year of the basketball specialization is to learn how to identify a game system (organized offensive movement of players and the ball) in order to write it down (in a playbook). This work is part of the training program: it builds on what was learned in the first year and supports the content of the third year. The objective here is to provide training videos showing game systems and solutions as corrections so that students can work independently.

As part of the Objectives, Resources, and Performance Agreement (COMP), actions relating in particular to training on ecological transition and sustainable development (TEDS) have been approved. A call for projects, addressed and led directly by the EUI directors, will therefore be launched shortly.

Total budget: €300,000

Winners of the TEDSEQUIP 2025 (COMP) & COMP COA3P2DE 2025 training program

CAPTURES: Creation and Learning through the Production and Transmission of Academic Content and Educational Resources

Project leader: Agnès PERRIN-DOUCEY
Component: Faculty of Education

Summary: CAPTURES aims to design, disseminate, and promote innovative multimedia resources for education and teaching, training, and mediation focused on three themes: generative AI literacy, ecological transition, and inclusion. It is based on the work of Research Training Groups (GRIF) composed of teams of teachers, professionals, andProfessors projects linked to their fields of practice. The productions will be distributed via a dedicated platform and the Faculty's web radio, with a reinforced editorial line and communication strategy to increase visibility and create an economic model designed to offer these resources to other public and private training organizations.

WOOD 2050: Training graduates of the Master's in Wood Science to meet the challenges of the forest-wood industry in 2050

Project leader: Sandrine BARDET
Component: Faculty of Science

Summary: The Master's degree in Wood Science covers wood from its formation in trees to its many uses, from materials to molecules, incorporating economic, social, and environmental issues. This interdisciplinary scientific program uses innovative learning methods to help each student develop their career plans. Off-campus weeks are organized with our partner schools at the forefront of the wood industry of tomorrow to train graduates for the challenges of the evolving forestry and wood sector. 

B-PHOTOSENS: Setting up the Erasmus Mundus PHOTOSENS Master's program

Project leader: Aurore VICET
Component: Faculty of Science

Abstract: This project aims to create a European Master's degree program (M1 and M2) on photonic sensors for health and the environment. This program responds to the growth of the photonics market and the increasing demand, at the national and European levels, for measurement solutions in the highly regulated sectors of health and the environment. A consortium of five universities has already been formed. It will train engineers and researchers capable of designing and manufacturing advanced sensors. The curriculum will cover photonics, clean room manufacturing, data processing using artificial intelligence, and European regulations. This educational project therefore supports the preparation of an Erasmus Mundus Master's program (EMJM), greatly enhancing the European visibility of the partners involved.

STEMS: Serious game on Water Treatment for Scientific Mediation

Project leader: Julie MENDRET
Component: Polytech

Summary: The aim is to develop an educational digital "serious game" on the theme of water, illustrating the journey of a drop of water from its source to its purification and return to the environment via wastewater treatment systems. This project aims to raise awareness among a wide audience (young people, students, citizens) about the challenges of water management and environmental contamination, as well as eco-friendly practices. This tool will be used for scientific outreach, but also to promote Polytech's STE department during open houses and among PEIP students.

TIAFORUM:

Project leader: Jean-Michel MARIN
Component: Faculty of Science

Summary: The TIAFORUM project provides equipment and methodologies within the Faculty of Science at the University of Montpellier for students to learn about the challenges of ecological transition by collecting and analyzing meteorological and climate data, air quality data, and biodiversity monitoring data. Artificial intelligence (AI) is used to recognize the sounds of birds, bats, and soil organisms. This project is an opportunity to test innovative teaching methods with a view to developing the university's next teaching model for the period 2027-2032.

SOYBEANS:

Project leader: Jérôme AZÉ
Component: Béziers University Institute of Technology

Abstract: As part of its efforts to raise student awareness of environmental issues through the lens of water resources, the University Institute of Technology (IUT) wishes to create a water-efficient "rock garden" that will be useful for TEDS teaching. The connected garden will be accessible to all EUIs via the website, allowing them to follow the garden's progress in real time.

DECO:

Project leader: Moulay Said EL YOUSSOUFI
Component: IUT (University Institute of Technology) of Nîmes

Summary: This project is a continuation of the polymer material recycling demonstrator submitted in 2024. It aims to create a training and expertise center dedicated to positive energy houses (BEPOS), intended for IUT students, high school students as part of information days, or professionals as part of micro-certifications. The objective is to design educational models illustrating how carbon-free heat sources work and techniques for optimizing the energy performance of buildings.

DREAM:

Project leader: Angèle CHOPARD
Component: UFR STAPS

Summary: Physical exercise is at the heart of the UFR STAPS curriculum. During TEDS classes (lectures and tutorials), our students are made aware of environmental issues, particularly those related to energy consumption. The acquisition of 100% human-powered charging pedals (ILO terminals) would make it possible to relate the amount of electricity needed to charge a phone to the amount of time a person spends pedaling. This would be an explicit way of linking energy consumption to the amount of energy produced by physical exercise and raising our students' awareness of the concepts of energy efficiency and conservation.

The IDIL graduate program is launching a call for projects to support the development of three tracks within the master's programs at the University of Montpellier: internationalization, student immersion in research laboratories, and the creation of teaching units leading to interdisciplinary openness.

This AAP is inspired by the DNA of the IDIL graduate program: offering training in English (Part 1) through "In-Lab" research (Part 2) with an interdisciplinary approach (Part 3).

All faculty members and Professors researchers belonging to a structure within the scope of the I-SITE excellence project, are encouraged to apply for one or more components of this call for proposals.

Section 1 – Internationalization:

• Funding for language and teaching training Funding for the translation of teaching materials into English

Part 2 – Laboratory immersions:

• Funding for student immersion sessions in research laboratories (1 or 2 days) with the aim of teaching them a specific technique or method using the most appropriate equipment.

Section 3 – Towards interdisciplinarity:

• Funding for the creation and monitoring of open teaching units, intended for a multidisciplinary student audience.

Applications will be open from December 12, 2024, and must be submitted by January 22, 2025. To apply for one or more of these sections of the call for projects, please consult the framework document, then apply using the dedicated online form.

For further information, please contact the IDIL team by email.

The campaign for awarding leave for educational projects (CPP) follows the same schedule as calls for projects. However, it remains independent of calls for proposals and success in a call for proposals. In other words, it is possible to submit a CPP project without any link to a response to a call for proposals. Success in an AAP does not automatically lead to the allocation of a CPP, as the allocation procedures follow separate channels.

Galaxie Portal

CPP campaign dates: December 12, 2024, to March 4, 2025.

• Call for proposals published: December 12, 2024
• Submission of applications: no later than March 4, 2025, before 12 noon.

Reminder: applications require approval from the supporting organizations before submission (see application).

• Results: May 2025
• Allocation of funds: early July 2025