Call for Training Projects 2025 and Educational Leave (CPP)

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

OBJECTIVES

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

• The transformation of teaching practices and educational experimentation, particularly for inter-EUI projects and including in the field of arts and culture
• Initiatives to raise awareness and provide training on artificial intelligence for students
• The replacement and acquisition of educational equipment and the development of spaces that can be used for training in line with new teaching methods

Winners of the PEI 2025 Training Call for Proposals

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

Project Leader: Céline FABRE
Affiliation: Institut Agro

Summary: The Agrotopi@ project aims to create a Learning Lab dedicated to internationalization within the Institut Agro. This space for educational experimentation will bring together, in a single location under the banner of “Campus for All,” initiatives for the internationalization of programs and domestic internationalization focused on a framework of intercultural competencies at the master’s, engineering school, and doctoral levels, organized around three pillars: language training tailored to specific needs, interculturality, and support for international and domestic mobility. It will rely on hybrid digital tools and strategic partnerships.

ALTECH: Food and Low-Tech—Eco-Friendly and Responsible: Developing Sustainable Food Processing Pilot Projects to Support the Green Transition in Montpellier’s Higher Education Programs in the Agri-Food Sector

Project Leader: Nawel ACHIR
Component: Institut Agro

Abstract: The ALTECH project aims to collaborate with students to develop “low-tech” food processing pilot projects through master’s-level internships, either within or near CIRAD’s technology hall, specifically involving a dryer, an oven, and a pasteurizer powered by sustainable energy sources such as solar, biomass, or biogas. It addresses the need for pedagogical innovation and professionalization in master’s and engineering programs through a multidisciplinary project-based approach, and aligns higher education in agri-food with current challenges regarding the sustainability and resilience of production systems.

DIAJ: Deployment of Legal Artificial Intelligence Tools

Project Leader: Malo DEPINCE
Department: Faculty of Law and Political Science

Abstract: The Department of Law and Political Science at the University of Montpellier is developing a Legal Artificial Intelligence Assistant (AIAJ) to improve students’ training in legal writing. This project aims to integrate AI into teaching for thoughtful and effective use, through practical training and advanced research tools. Students will learn to use services from major legal publishers and adopt best practices in AI. The department is requesting training sessions led by legal professionals specializing in AI and is considering an environmental audit to promote the responsible use of AI. The project team consists ofProfessors representing three out of four disciplines.

Trading Floor

Project Leader: Edmond BARANES
Department: Faculty of Economics

Summary: The project aims to upgrade the trading room, which was originally funded through a TakeOff call for proposals in 2018–2019. This hardware upgrade will enable the development of partnerships with university departments interested in these same fields of finance, risk, and economic and financial data analysis, as well as with external partners—particularly companies interested in training their employees through programs such as micro-certification.

AIDA: Machine Learning and Data and Artificial Intelligence Engineering

Project Leader: Naseem RAMSAHYE
Department: ENSCM

Abstract: The AIDA project aims to integrate instruction on artificial intelligence (AI) and data management into chemistry programs atUM ENSCM. It seeks to equip students with a solid foundation in the ethical and responsible use of AI, particularly generative AI in the field of chemistry. The training 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 changes currently taking place in the industry, while developing their critical thinking skills regarding these tools.

CAP’CONNECT: Academic and Educational Connectivity for FDE Campuses

Project Leader: Agnès PERRIN-DOUCEY
Affiliation: Faculty of Education

Summary: The Faculty of Education at the University of Montpellier aims to develop interconnected learning spaces across its campuses in Montpellier, Perpignan, and Mende. The goal is to facilitate the delivery of synchronous online courses or blended learning formats, thereby improving access to educational programs and Professors availability, while optimizing training costs. This project relies on the acquisition of state-of-the-art technology to ensure optimal media quality and pedagogical flexibility. It is part of the new educational offerings that accelerate the adoption of hybrid formats, including university diplomas and micro-certifications, with a particular focus on integrating generative AI into educational practices.

KAMI: Exploring Oral Tradition Through Japanese-Style Theater: Kamishibai

Project Leader: Angèle BARIL
Department: 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 work together to create multilingual stories using kamishibai (a traditional Japanese paper theater) and conduct educational sessions for students in local schools. In addition to the skills developed through this multidisciplinary approach, the project—which is closely integrated with the course units—will facilitate a learning process focused on storytelling, oral tradition, the arts, multilingualism, and education on otherness and cultural diversity.

AGRIPPA-3D: Notable Geological Outcrops of Educational and Heritage Value in 3D

Project Leader: Matthieu FERRY
Department: Faculty of Sciences

Abstract: A significant portion of Earth and Water Sciences instruction is devoted to acquiring so-called “naturalist” knowledge, aimed at developing skills in field observation (outcrops, rocks, landscapes) and analyzing underlying processes. This project aims to complement and enrich these courses by allowing students to practice using 3D models before and after field trips. We will involve secondary schools and the general public in this initiative to help promote theUM activities, enhance the appeal of our programs, and highlight the value of our natural heritage.

AVENIR: Support for Employment, Innovation, Integration, and Success — Boosting Student Motivation and Integration

Project Leader: Jean-Michel MARIN
Department: Faculty of Sciences

Summary: The 2024–2026 Objectives and Resources Agreement of the Faculty of Sciences at the University of Montpellier highlights three strategic priorities: enhancing the appeal of academic programs, promoting student success, and developing international mobility. This project, led by the Faculty of Sciences administration, is part of this initiative, with a focus on career readiness and student success. It aims to strengthen students’ engagement, their understanding of the professional world, and the acquisition of skills through site visits, discussions with experts, and meetings with alumni. 

LUDOM: LUDOmathématiques in Montpellier

Project Leader: Sylvain BROCHARD
Department: Faculty of Sciences

Summary: We propose to lead weekly workshops for students focused on games and mathematics. The goal is both to offer a mathematician’s perspective on certain games and to explore mathematics in a fun and engaging way. The “core target audience” consists of undergraduate mathematics students (with a primary focus on first-year students), totaling approximately 250 students; however, the activity will be open to all interested students, including those in master’s programs and/or other fields of study.

Wood 2050: Preparing Master’s graduates in Wood Science for the challenges of the forestry and wood industry in 2050

Project Leader: Sandrine BARDET
Affiliation: Faculty of Sciences

Summary: The Master’s in Wood Science explores wood from its formation within the tree to its many uses—from materials to molecules—while addressing economic, social, and environmental issues. This interdisciplinary scientific program draws on innovative learning methods to help each student develop their career path. Off-campus weeks are organized with our partner schools at the forefront of the wood industry of tomorrow to prepare graduates for the challenges of the evolving forestry and wood sector. 

AMAPPHYS: Classroom Setup for Problem-Based Learning in Physics

Project Leader: Laetitia DOYENNETTE
Affiliation: Faculty of Sciences

Summary: The AMAPPHYS project aims to renovate a new classroom in Building 12 to accommodate students enrolled in problem-based learning (PBL) courses. This new teaching approach is being implemented within the Physics Department across various course units, such as Electromagnetism (L2/L3) and a course unit on ecological transition and sustainable development (TEDS). To support these educational 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
Affiliation: Faculty of Sciences

Abstract: The BILL project (“Bioinformatics Learning Lab: Teach, Learn, Share, and Publish”), launched in 2019, led to the establishment of the FDS’s first learning lab. In this space (a lab room + a computerized, modular project room), students from diverse backgrounds work collaboratively on research projects using cutting-edge sequencing technology; they also showcase their work (through publications and conferences) and develop their skills to enhance their employability. The BILL 2.0 project aims to optimize and adapt the equipment in this space (acquisition of portable sequencers and inclusive IT equipment), but also to “spread” the BILL concept to other FDS programs, university departments (IUT), and other universities.

NDT-IR: Non-Destructive Testing Using Infrared Thermography

Project Leader: Philippe CHRISTOL
Department: Faculty of Sciences

Abstract: Infrared (IR) thermal imaging opens the door to new applications, particularly in the prevention of industrial risks through non-destructive testing (NDT). The objective of the NDT-IR (non-destructive testing using infrared thermography) lab project is to implement experimental measurements for the detection of deep-seated defects in materials using modulated active thermography. This lab will be offered to students in the EEA Master’s program, including those in the PHYMATECH specialization, as well as those in the SNS Master’s program, to prepare them for the upcoming use of IR cameras in medical settings to aid in diagnosis by mapping patients’ metabolic variations. 

I’YES: Improve Your English Skills

Project Leader: Marie-Pierre TOURNAIRE
Department: Faculty of Sciences

Abstract: The Improv’ Your English Skills project aims to develop not only language skills but also the interpersonal skills that are essential in the professional world. These skills remain difficult to develop using AI today. The goal is to establish 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 degree level.

IAPhys: AI Training for Physics

Project Leader: David CASSAGNE
Department: Faculty of Science

Abstract: In response to the growing use of AI in the field of physics (particularly the application of deep learning), this project aims to provide training in Artificial Intelligence for Physics to all second-year students in the Master’s program 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 highly valuable skills for the career readiness of the classes of 2025–2026 and 2026–2027, pending the implementation of new curriculum models in 2027.

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

Project Leader: Cathy GOUCHAULT
Institution: Montpellier-Sète University Institute of Technology (IUT)

Summary: As a reminder, the ILI@D project was fully aligned with the international strategy of the Montpellier-Sète University Institute of Technology (IUT) and, more broadly, that ofUM. ILI@D is a continuation of this effort: following the implementation of the International and Intercultural Outreach Option (OOII), which was taken this academic year (2024–2025) by 60 students at the IUT MS (a 140% increase compared to the previous year), the creation of an English as a Medium of Instruction (EMI) training program for UM faculty UM which aligns with the 2023–2025 COMP for English-language degree programs), with the first session scheduled for June 2024, and finally the launch of the first phase of Virtual Exchange (VE), the renewal of the ILI@D II project will enable the program to be extended to administrative staff, continue the English speaking practice workshops for teaching and administrative staff—which take place twice a month at the UT MS LIE—and finally create an event for intercultural and international exchanges.

TALENT: A tablet designed for use with the Electronics Lab Workbook and Technical Notebook

Project Leader: Guilhem ARRACHART
Affiliation: IUT de Montpellier-Sète

Abstract: The goal of this project is to acquire digital tablets as part of a digital educational transformation. It will enable students to record each experiment conducted during laboratory sessions in detail in an electronic lab notebook (eLabFTW, currently being rolled out at the University of Montpellier) using resources created and tested by faculty members. This new method for writing and submitting lab reports is designed to facilitate the sharing of data and results between students and instructors, while ensuring their traceability.

CHCD: Sustainable Construction Challenge

Project Leader: Caroline DENHEZ
Affiliation: IUT de Nîmes

Summary: The GC-CD Challenge brings together all GC-CD departments from mainland France and the overseas territories. Its goal is to raise students’ awareness of sustainable construction while giving them the opportunity to gain hands-on experience with new tools (BIM). It also provides an opportunity to compare one’s vision of a project with that of other participants, thereby fostering critical thinking.

VR: Virtual Reality for Learning

Project Leader: Walid DEBOUCHA
Affiliation: IUT de Nîmes

Summary: The objective of this educational project is to develop new laboratory exercises using advanced learning tools, particularly virtual reality (VR), for students in the BUT GC-CD and BUT GMP programs, in order to meet the requirements of the national curriculum and promote students’ career readiness. This project is also aimed at professionals, as part of continuing education and short courses (micro-certifications), thereby enabling them to acquire new skills tailored to the needs of the job market. For the BUT GC-CD program, the relevant tracks are “Building Construction,” “Design and Engineering Office,” and “Renovation and Improvement of Buildings’ Environmental Performance.” For the BUT GMP program, the relevant track is “Digital Simulation and Virtual Reality.” For the BUT SGM program, the relevant track is “Product and Materials Engineering Professions.”

SPART-Clinic:

Project Leader: Orianne VILLARD
Affiliation: School of Medicine

Abstract: Medical residents have a set of competencies to acquire during their residency. The current format makes formative assessment difficult, both for the resident—who struggles to track their progress and develop a reflective approach—and for the instructor, who finds it challenging to monitor and evaluate the residents’ progress. Furthermore, postgraduate certification often remains implicit and poorly formalized given the high level of responsibility inherent in the profession. We propose a digital tool for self-assessment and monitoring of residents’ skills by supervising senior residents, which will be developed as an extension of the SPART-App (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 among 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, versatile room capable of accommodating 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 full room) will be equipped with videoconferencing systems.

Pharmac’IA: A Hybrid Program Offering Guidance and Discussion on AI Learning Methods and Skills

Project Leader: Maxime LOUET
Department: School of Pharmacy

Abstract: We propose creating hybrid educational programs for students and faculty in the Pharmacy program to train them in the informed use of new AI tools in healthcare. To implement these two hybrid programs, we propose the creation of Small Private Online Courses (SPOCs) that include a variety of educational content and real-world use cases from healthcare professionals. We propose providing ongoing support to faculty members on campus as they prepare for the new training program offered by the department as part of the LMD6 curriculum, in order to better educate students.

SYSTRAN: A Systems Approach to Transition Through Controversy

Project Leader: Jean-Louis BANTIGNIES
Component: Polytech

Abstract: In response to the challenges of the ecological and societal transition, we propose an innovative educational approach: the implementation of a training program that combines a systems-based approach, active learning through debate, and micro-certifications. This type of flexible and engaging learning will make education more accessible and lead to certification for students, while also offering a wider audience (professionals, local governments) the opportunity to benefit from these micro-certifications.

DCM STAPS: Dance and the Body in Motion: An Immersive Artistic and Educational Experience in STAPS

Project Leader: Frédérique TISON
Department: UFR STAPS

Abstract: This project is part of the UFR STAPS’s commitment to broadening students’ skills by offering them an immersive experience in the field of dance through a dance company’s residency on our campus. This is an area that is often under-explored in traditional sports and health education programs. The goal 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 healthcare settings such as nursing homes.

PERCA: The Teacher’s Posture and Relationship to the Body and Others

Project Leader: Anne CANIVET
Department: UFR STAPS

Abstract: The project aims to provide third-year students in the APA-S (Adapted Physical Activity and Health) bachelor’s program with the opportunity to observe their professional demeanor and analyze how it influences the interpersonal dynamic with specific client groups (patients, people with disabilities, and those with various conditions).  Through bodily sensations, body language analysis tools, and group dynamics, students will acquire the skills to adjust their professional demeanor and adapt to the people they are working with, maintaining an attitude of openness, kindness, and shared responsibility in their interactions.

Focused on supporting students’ success, primarily during their first years of study atUM.

OBJECTIVES

Many factors contribute to student success, and the University has implemented several support programs (bridge courses, tutoring, review weeks, etc.). To strengthen existing initiatives* and test new ones, the University is launching a call for PROPEDA projects specifically designed to support first-year students. These projects will aim to help students adapt to academic requirements and methodologies—including those specific to their disciplines—and to boost their motivation and learning skills, among other goals.

*excluding tutoring, which has its own budget

Winners of the 2025 PROPEDA Training Call for Proposals

RemedMath: Remedial Math for First-Year Economics Students

Project Leader: Edmond BARANES
Department: Faculty of Economics

Summary: As part of the undergraduate success programs already offered by the Department of Economics (mathematics refresher courses prior to the start of the first-year academic year, supervised review weeks, tutoring, and the “Réussir” track), the Department of Economics wishes to implement remedial educational programs focused on key mathematical concepts for economists that first-year students struggle to grasp.

PROGRESIA: Progress and Success with AI

Project Leader: Marc ROZE
Department: Faculty of Economics

Abstract: This project aims to establish an elective course in the first semester of the first year of the Bachelor’s degree in Economics, focused on the ethical and effective use of Generative Artificial Intelligence (GAI) to improve student success. The course, which will be primarily online with a few in-person sessions, will cover four modules: A. Understanding AI and its challenges, B. AI-assisted note-taking, C. Optimizing study sessions with AI, and D. Producing assignments. The hands-on approach and continuous formative assessment will enable students to acquire practical skills that can be immediately applied in their coursework. 

MAESTRIA: Expertise and Guidance in Education, Supported by Technology and Research .

Project Leader: Jean-Michel MEYRE
Department: Faculty of Education

Abstract: The proposed project aims to consolidate and strengthen the foundational knowledge of first-year Master’s students in the MEEF program (primary education) in mathematics and French, which are essential for their future careers as elementary school teachers. Through a targeted program and an innovative pedagogical approach (including the use of AI and interactive platforms), students will deepen their skills in these two disciplines. The goal is to provide them with the necessary tools for academic and professional success. Additionally, the project will foster collaboration and knowledge exchange among instructors.

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

Project Leader: Frédéric LEMOIGNO
Department: Faculty of Sciences

Summary: The START project builds on the “Intègre ta Fac” project (AAP Propeda 2023). Building on the success of this pioneering project, which was designed exclusively for “yes, if” students, it aims to support the integration and strengthen the motivation of all first-year undergraduate students, as well as to foster social connections among these students to reduce disengagement during their first year in higher education. This project will combine individual interviews, a campus tour, university services, and training through group activities that foster cohesion within each of the first-year bachelor’s degree cohorts.

NEO-TEС: Welcoming recent high school graduates from technology-focused programs

Project Leader: Mireille GALLONI
Affiliation: IUT de Montpellier-Sète

Abstract: The Montpellier Sète University Institute of Technology (IUT) is strengthening its orientation and integration activities for new high school graduates, nearly one-third of whom hold a technical high school diploma. The goal of having 50% of students in each department’s cohort hold a technical high school diploma each year requires us to implement new tools. Consequently, the orientation, support, and follow-up services developed over the past two years are being enhanced in several key areas. This year, we have added support for international students coming from international exchange programs (Erasmus, etc.) or from educational systems abroad.

DIRE: Dedicated to Student Success

Project Leader: Catherine LACOUR KOOBUS
Affiliation: IUT de Nîmes

Summary: This project builds on previous initiatives at the Nîmes University Institute of Technology (IUT) aimed at promoting student success in the first year of the Bachelor’s degree program (BUT1). It proposes targeted initiatives, including a 15-day intensive summer workshop designed to consolidate knowledge and strengthen study skills. A day of pedagogical training for faculty members and their participation in seminars will help enrich their teaching practices for the benefit of students. Finally, the project continues the development of the “Becoming a Student” module, launched last year, to support students as they adapt to the university environment.

PrepECOS: Year 2

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

Abstract: Students struggle to perform clinical exams on standardized patients. It is necessary to familiarize them with standardized patients (SPs) (codes, rules, and limitations) from the very beginning of their studies. The Emergency Procedures and Care Training Certificate (AFGSU) provides the ideal framework for developing this skill. The results of the first session in 2024–2025 encourage us to continue the program.

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

Project Leader: Karen GODARY DEJEAN
Component: Polytech

Abstract: First-year students often struggle to adapt to the study habits required to succeed in higher education, particularly when their specific circumstances expose them to learning rhythms and methods that differ from traditional pedagogical approaches. This project proposes two initiatives to support these students: personalized academic success coaching and the development of methodological learning support. The methods developed will be tested on a pre-identified pilot group: high-level artists and athletes, and students with disabilities enrolled in the PeiP preparatory program. Some of the pedagogical and methodological elements will then be disseminated to a wider range of audiences.

TheUM call for proposalsUM Digital Pedagogy atUM (formerly AAP CNUMF), is open from December 12, 2024, to March 4, 2025, before noon. It focuses on six types of projects:

1. Experimenting with Generative AI for Training
2. Development of new advanced digital educational resources 
3. Digital Tools for Assessment (peer review, skills assessment, etc.) 
4. Blended learning 
5. MOOC 
6. Other educational transformation projects using digital technology

Recipients of the PEDAGONUM 2025 Training Grant

Legal design applied to local government law:

Project Leader: Nelly SUDRES
Department: Faculty of Law and Political Science

Abstract: 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 clarity of legal information and advice through the use of various tools, particularly visual ones. To do this, it is necessary to first receive training in this method so that it can be taught to students during workshops that require access to appropriate software.

P2P & Social Media/HPE:

Project Leader: Marie DAOU
Department: 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: Antoine PIETRI
Department: Faculty of Economics

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

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

Project Leader: Sandrine Bazile
Affiliation: School of Education

Summary: The Faculty of Education in Montpellier plans to launch a language center of excellence in 2025 to provide training for students and staff in the fields of English as a foreign language and French as a foreign language. As part of this initiative, the Faculty of Education aims to develop French language teaching resources focused on specific objectives for non-native French speakers who have chosen to pursue a career in education.

PéGAZ (Pedagogy and AI-Powered Assistance Tools):

Project Leader: Sylvain COLLE
Department: Faculty of Education

Abstract: The project aims to integrate generative AI into the training of future teachers in order to enhance their subject-specific skills (mathematics, French) and support them in their research work (thesis writing, literature review). Initially, the creation of resources—led by a small group of trainers—is combined with self-directed learning sessions dedicated to this team. In a second phase, the sharing of resources on Moodle will be integrated into a hybrid and collaborative framework, combining self-directed learning and group workshops, and will be open to all teachers at the FOE. The goal is to foster a critical and ethical understanding of AI while exploring its educational applications. The evaluation will focus on the impact of these tools on student success and on the transformation of teaching practices.

Science Communication at the Intersection of History, the Arts, and the Sciences – Understanding the World and Becoming an Active Participant in Science with and for Society (SAPS):

Project Leader: Muriel GUEDJ
Department: School of Education

Abstract: This project focuses on the digital component of a University Diploma (DU) program dedicated to science communication, delivered in a hybrid format (in-person and online content). The online content, which is the subject of this project submission, aims to supplement and reinforce several modules of the certificate program to enable learners to work independently, to reinforce theoretical concepts and references on the one hand, and on the other hand, to illustrate the training content through a wide variety of case studies.

Videos on Animal Physiology:

Project Leader: Yves Muller
Department: Faculty of Science

Summary: This project, consisting of videos and podcast episodes, aims to support students in their study of animal physiology by adopting an approach centered on the analysis of historical experiments. It will introduce the fundamental principles of this discipline, illustrate the key steps of the experimental process, and provide exercises with answers on major biological functions such as nutrition and digestion.

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

Project Leader: François HENN
Department: Faculty of Science

Summary: Our application concerns the same project—CHIMAES—as the one submitted in previous years; specifically, 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 curriculum have been completed and are now online. Three chapters corresponding to three chemistry course units (UE) of the L1 program on the PCSI portal still need to be developed, some of which are shared with SVSE-PCAV.

An Introduction to Materials and AI in a Flipped Classroom:

Project Leader: Sylvain Catrouillet
Department: Faculty of Science

Abstract: We are offering an introductory course on inorganic and polymer materials for approximately 200 sophomore 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: Toward Innovative Teaching Methods in Biology, Ecology, and Evolution Through Generative Artificial Intelligence:

Project Leader: Bastien Merigot
Department: 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 “Innovative Training through Research” (FIRE) program offered as part of the Master’s track in Biology, Ecology, and Evolution (B2E).

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

Project Leader: Pierre-Henri Fabre
Department: Faculty of Science

Abstract: 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 of instruction (blended/distance learning), for review and in-depth study (blended learning), and thus for the renewal of our student assessment practices.

New digital resources for the experimental skills section of the physics exams in the secondary school teacher recruitment exam:

Project Leader: Yohann Scribano
Department: Faculty of Science

Abstract: The project aims to develop a library of educational videos (short clips, podcasts) that provide clear, instructional explanations of the various experimental lab exercises required for the external CAPES (CAFEP) exams in physics and chemistry. These videos will be provided to students in the MEEF master’s program at the University of Montpellier to help them prepare more effectively for these exams (physics lesson) by adapting to the various curricula currently in use in secondary schools (and to the specific equipment available in these institutions). The goal is to provide them with specific support to help them succeed in the exam, but that is not all. Future teachers who pass the exam will be able to rely on these new educational resources to confidently begin developing their lessons at the start of their new professional careers, which will help improve their skills and contribute to a higher quality of student education.

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

Project Leader: Gaëtan Planchon
Department: Faculty of Science

Abstract: The EMIAOU project aims to contribute to the discussion on integrating AI into university education. By focusing on topics from the mathematics bachelor’s degree curriculum, we will design sessions that explicitly incorporate the use of generative AI and test these sessions with small groups of volunteer students to assess the impact of this type of approach on learning.

AI and Assessment: Measure, Compare, Adapt:

Project Leader: Maximilien Dossa
Department: IAE Montpellier

Abstract: This project aims to evaluate the ability of artificial intelligence (AI) systems to perform well on academic assessments, with or without human guidance. By testing different AI systems (ChatGPT, Copilot, and Mistral) on various types of exams, we will analyze their performance. This study will help identify which assessments are most susceptible to the use of AI and allow us to adapt our assessment practices accordingly.

CGPT MOOC V11:

Project Leader: Céline AVERSENG
Department: IAE Montpellier

Summary: The 11th edition of the MOOC on management accounting. It explores the connections between management accounting and financial accounting, as well as how to set up cost calculations in a spreadsheet (Microsoft, LibreOffice, Google Sheets, etc.). It covers three complementary cost calculation methods.

Development of a scalable training module on generative AI: in-depth content and interactive simulations:

Project Leader: Maximilien Dossa
Department: IAE Montpellier

Abstract: This project aims to update and expand 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 existing resources (how GAI works, responsible use, prompt writing, and academic use cases), we plan to add new resources to keep pace with rapid developments in the field, as well as interactive assessments: practice tests, placement tests, and the “Challenge Me” activity, to encourage student engagement and place them in real-world scenarios where they can use GAI.

Using Generative AI to Design and Implement an Immersive Case Study in Management Accounting:

Project Leader: Céline AVERSENG
Department: IAE Montpellier

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

Abstract: The aim of this project is to provide students enrolled in the third year of the Bachelor’s program and the first year of the Master’s program in Public Administration, as well as those in the second year of the Master’s program in Senior Civil Service Careers, with an agent-based AI system to serve as a personalized learning assistant during a semester dedicated to preparing for the Category A and A+ civil service exams. An agent-based 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 systems that merely respond to specific queries (such as classic ChatGPT), an agent-based AI can plan, act, adapt, interact, and persist. As part of the project, the agentic AI will draw on materials specifically created under the previous Pedagonum call for proposals and dedicated to various courses. It will integrate these materials into the ChatGPT environment, relying in particular on the “Tasks” and “Actions” features—deployed in January 2025—which organize the personalized use of the various materials. This approach aims to offer students educational pathways tailored to their specific profiles.

GENIUS – Generation and Digital Experimentation with Synthetic Images and Worlds:

Project Leader: Benoit DARTIES
Affiliation: IUT de Béziers

Abstract: With the emergence of generative AI in computer graphics and now in video, the MMI (Multimedia and Internet Professions) program must be completely reimagined and embrace the shift toward AI as quickly as possible. This project aims to integrate generative AI into the teaching of computer graphics and audiovisual production. It will enable experimentation with these tools for creating images, videos, and interactive scenarios, and will ultimately help determine which tools the department should prioritize for widespread deployment among students. The goal is, on the one hand, to optimize the creative process while assessing the pedagogical impact of AI on the productions and skills developed, and, on the other hand, to explore how to reduce investment and operating costs (audiovisual equipment, software licenses) while achieving a similar creative outcome. A framework for peer evaluation and automated analysis of student work could be established to measure the actual benefits of these technologies.

Hybrid information monitoring:

Project Leader: Anita Messoui
Institution: IUT de Montpellier-Sète

Abstract: The project aims to transform a course on information monitoring in the BUT 3 computer science program from a fully in-person format to a hybrid format, focusing on two key challenges. First, the goal is to revitalize a course whose in-person format does not allow for the achievement of all expected learning outcomes. However, the intended transformation should encourage students’ regular engagement in information monitoring activities through participation in a forum on Moodle. 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 programs.

Team Project: Collaborative Learning and Assessment:

Project Leader: Ludovic Lavabre
Affiliation: Montpellier-Sète University Institute of Technology (IUT)

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 the Computer Science Bachelor’s Program:

Project Leader: Antoine CHOLLET
Affiliation: Montpellier-Sète University Institute of Technology (IUT)

Abstract: As part of a Learning and Assessment Situation, a project was assigned to a first-year cohort of students in the Bachelor’s in Computer Science program (137 students). Working in groups of 4 to 6, the teams were required to submit several deliverables to the ChallengeMe platform, each of which was evaluated by their peers using a criteria-based rubric. In addition to evaluation by the faculty, the teams’ entire learning progress was assessed by their peers.

Compan’IA – Use of Custom GPTs via ChatGPT in Competency-Based Learning: The Case of the Bachelor’s Degree in Computer Science:

Project Leader: Antoine CHOLLET
Affiliation: Montpellier-Sète University Institute of Technology (IUT)

Abstract: Within the Computer Science Bachelor’s degree program, which is delivered entirely through competency-based learning, AI offers several opportunities for training. By configuring custom GPTs made possible through the ChatGPT API, the Compan’IA project explores training opportunities for students in the Computer Science Bachelor’s degree program. Like teaching assistants working alongside the instructor, GPTs support the acquisition of the skills expected in the Bachelor’s in Computer Science program.

Changes to the Algorithms Course in the Bachelor of Applied Science in Physical Measurements Program:

Project Leader: Jean-François AVERSENG
Institution: Montpellier-Sète University Institute of Technology (IUT)

Abstract: This project aims to optimize the teaching of algorithms in the Bachelor of Applied Sciences (BUT) in Physical Measurements program by developing new advanced digital educational resources that combine in-person and asynchronous distance learning. In-person sessions (10 hours) will focus on complex concepts and practical application, while asynchronous distance learning resources will enable self-paced progress through video clips, interactive quizzes, H5P activities, and self-correcting exercises. This approach will enhance student engagement, facilitate gradual learning, and maximize the use of in-person class time. It will enable more personalized learning and more effective monitoring through the use of digital tools.

Virtual Reality for Learning (VRL):

Project Leader: Walid Deboucha
Affiliation: IUT de Nîmes

Abstract: To meet the requirements of the national curriculum for the BUT GC-CD and BUT GMP programs and to promote the professional integration of graduates, this educational project aims to develop and implement new practical exercises using advanced learning tools based on virtual reality (VR) for students in the BUT GC-CD and BUT GMP programs. 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 to combat fatphobia in health studies:

Project Leader: Jean-Baptiste BONNET
Department: School of Medicine

Abstract: Weight-related stigma in the healthcare setting is well documented and is associated with reduced healthcare utilization. As a tool to combat this, we are offering health students a training program on body perception and its representation in art throughout history through the implementation of an audio-guided tour (accessed via a smartphone app) at a leading fine arts museum (the Fabre Museum in Montpellier). This project was developed in collaboration with the Fabre Museum and a patient partner.

Monitoring and evaluation of medical residents' clinical skills:

Project Leader: Orianne VILLARD
Affiliation: School of Medicine

Abstract: Medical residents have a set of competencies to acquire during their residency. The current format makes formative assessment difficult, both for the resident—who struggles to track their progress and develop a reflective approach—and for the instructor, who finds it challenging to monitor and evaluate the residents’ progress. Furthermore, postgraduate certification often remains implicit and poorly formalized given the high level of responsibility inherent in the profession. We propose a digital tool for self-assessment and monitoring of residents’ skills by supervising senior residents, which will be developed as an extension of the SPART-App (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 among future practitioners.

“SPES Envi-motion Project: Creation of Short Videos on Environmental Health for the General Public”:

Project Leader: Jean-Baptiste TOSTAIN
Department: School of Medicine

Summary: This format will be integrated into the Primary Care, Environment, and Health (SPES) training program, which has been led since 2021 by the Montpellier-Nîmes University Department, the Avicenne Medical School, and Dr. CARBONNEL (MCU-MG) to provide environmental health training for students pursuing a D.E.S. in general medicine. This training consists of an annual in-person session featuring expert lectures in the morning and thematic workshops in the afternoon on the topic of environmental health. It was initially intended for first-year D.E.S. students in general medicine to meet the objectives of the PRSE. The theme of the SPES 2025 conference is “My Health, My Region” and is open to CLS coordinators in the Occitanie-East region, environmental health representatives from the ARS, and regional health coordinators from MSPs/CPTSs. Each year, we have presented an in-person “General Public” format. Given the low turnout for the evening event, we wish to offer a more engaging, asynchronous remote format better suited to current communication methods. We plan to produce short educational videos in partnership with faculty experts on environmental health topics. These video clips will address questions focused on current concerns of the public regarding environmental health. We could offer four videos in the first year:

1. How does climate change affect my health?
2. PFAS: Where Are They and How Can You Avoid Them?
3. Which to choose: Tap water or bottled water?
4. Reducing environmental exposure through diet.

These short video clips, ranging from 1 to 3 minutes in length, will be dynamic, professionally edited, and tailored to current communication formats. They can be embedded on a YouTube channel or other mainstream media platforms.

Educational podcast for general practitioners in France:

Project Leader: Karolina Griffiths
Affiliation: School of Medicine

Summary: "Le MedG éclairé" is an educational podcast designed for general practice medical students, offering a short-form format to help them stay informed about scientific developments in primary care. This year, we aim to enhance the educational approach, improve interaction, and optimize knowledge transfer through peer review supported by artificial intelligence (AI). We are seeking support from 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
Department: School of Medicine

Abstract: The aging of adults with disabilities has been little studied, and the support available to them is largely inadequate. Their family and professional caregivers are on the front lines and often feel overwhelmed. 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: Sarah Mussol
Component: MOMA – Montpellier Management

Abstract: This project aims to develop an interactive simulation (AI) to enable students to experience ethical dilemmas, resolve them, and receive feedback on their development of ethical skills. The goal 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. If that is not possible, the development of a dedicated tool could be considered.

Problem statement, outline, and bibliography for a required internship report for the second year of the AES program, with the help of AI:

Project Leader: Virginie LEROUX
Component: MOMA – Montpellier Management

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

Compt’adventure: the MOOC:

Project Leader: Guillaume Dumas
Component: MOMA – Montpellier Management

Abstract: In 2023, I was awarded a grant through the PEI call for proposals. Following this, I developed an introductory accounting game. It takes the form of a free mobile app designed for smartphones. The app was rolled out at the University of Montpellier (specifically at MOMA and the School of Economics). In six months of operation, the app was downloaded 1,250 times, and more than 6,000 games were played. Students enjoy this app. However, the app was most effective when the instructor paired it with a related course. In this context, I would like to develop a distance learning course sequence (MOOC format) that allows the app and the associated course sequence to be deployed for all e-learning courses and, more generally, for anyone wishing to learn accounting (e.g., high school students in the STMG track, students in BTS or BUT programs, entrepreneurs, and professionals seeking accounting training).

Using AI to Improve Peer Review:

Project Leader: Guillaume Dumas
Component: MOMA – Montpellier Management

Abstract: In 2024, I received an AAP –UM grantUM implement peer assessment (now known as EPP) in my courses. The article by Dumas et al. (2025) presents the effects of this pedagogical approach. In particular, it became apparent that the feedback provided by students was sometimes incomplete. It also appeared that some students doubted the quality of their comments and that stepping into the evaluator’s shoes could be uncomfortable for them. Therefore, we want to integrate AI into the EPP. This AI would indicate whether the comments made by students are constructive, supportive, clear, etc. We have already contacted Challenge Me to use and customize the AI solution they offer in their tool.

Constructive peer feedback powered by generative artificial intelligence:

Project leader: BEZ Sea
Component: MOMA – Montpellier Management

Abstract: This project aims to integrate generative artificial intelligence to support students and instructors in peer assessment. In collaboration with the Montpellier-based startup ChallengeMe, the project involves testing ChallengeMe’s AI to improve the quality of feedback provided by students on oral presentations given by their peers and to facilitate the instructor’s analysis of that feedback. Students will learn to formulate constructive evaluations, thereby strengthening their skills in management and evaluative judgment. AI thus becomes a key teaching assistant, supporting learning and the management of feedback.

Generative AI for medical research training:

Project Leader: François Boutin
Department: School of Dentistry

Abstract: Our health science students have already adopted generative AI (GAI) for their research projects—for better or, at times, for worse… However, the success of such projects depends on a rigorous methodology. We do not expect “probabilistic” content, but rather personal reflection and critical analysis. The objective of this project is to identify best and worst practices in using GAI to support the creation of a medical research report, with an emphasis on work that is both personal and “enriching” for the student.

AgingEval 360:

Project Leader: Myriam RICHAUD
Department: School of Pharmacy

Abstract: This project aims to develop the evaluative judgment and group work skills of students in the Master’s program in Pharmaceutical Sciences and Health Products, specializing in Aging and Anti-Aging Strategies, at the Faculty of Pharmacy. Although we launched this initiative last year with an initial use of the ChallengeMe tool, this new phase goes much further by introducing both inter-group and intra-group peer evaluation. It will foster the development of their soft skills and project evaluation competencies.

Institute for Health and Medicines (ISM):

Project Leader: Patrick POUCHERET
Department: School of Pharmacy

Abstract: The Institute for Health & Medicines (ISM) aims to optimize pharmacy students’ pharmacotherapeutic skills and good dispensing practices through the development of educational and teaching innovations based on complex and systems thinking applied to prescribing within the framework of shared medication reviews, patient therapeutic education, and interprofessional collaboration.

Learn to Stay Informed – Session 2:

Project Leader: Claire Simon
Component: SCD

Summary: This project aims to offer a new session of the course “Se former pour mieux s’informer” (Learning to Stay Better Informed), the MOOC created and led in 2024 on the FUN MOOC platform by the librarian-instructors of the Joint Documentation Service, focusing on the development of information literacy skills for the general public (combating fake news, critical thinking, and the ethical and responsible use of information). This new edition will follow the original pedagogical framework while incorporating updates and additions made necessary by the development of Generative Artificial Intelligence tools and the specific challenges arising from them.

Writing Assignments 1 and 2 and Triple Correction – Peer Review:

Project Leader: Anaïs DEAS
Department: UFR STAPS

Summary: This project builds on a previous call for proposals, with the aim of establishing it as a permanent initiative. As part of their preparation for the CAPEPS exam, Master 2 Meef students take part in three mock exams for Written Section 1 and three mock exams for Written Section 2, under actual exam conditions (five hours of writing on a CAPEPS-style topic). The objective here is twofold: first, to offer them a fourth practice exam for each written section, on a topic similar to that of the exam; second, to invite them to become graders themselves so they can internalize the evaluation criteria they will face during the exam. Peer grading is a valuable tool for understanding the expectations of the teacher certification exam. We propose the following format: each student grades three essays and is graded by three other students who have written the essays. To facilitate this, we must produce a prompt, a grading rubric, and several explanatory videos to guide them in evaluating their peers. Students will therefore also have the opportunity to experience the role of a grader using a criteria-based rubric. By grading another student’s work, they develop a better understanding of the exam’s expectations. This new project focuses more on understanding these expectations through the use of the grading rubric in a jury-style setting, which we will explain in the accompanying videos.

How to identify a basketball play:

Project Leader: Anaïs DEAS
Department: UFR STAPS

Abstract: One of the learning objectives for the second year of the Bachelor’s program in basketball is to be able to identify a game system (an organized offensive movement involving the positioning of players and the ball) in order to document it in writing (in a playbook). This work builds on the student’s prior learning: it builds on the knowledge gained in the first year and serves as a foundation for the content covered in the third year. The goal here is to provide training videos that demonstrate game systems and offer solutions as corrections so that students can work independently.

As part of the Contract on Objectives, Resources, and Performance (COMP), initiatives focusing in particular on training in ecological transition and sustainable development (TEDS) have been approved. Accordingly, a call for projects, addressed to and led directly by the Directors of the UEIs, will be launched shortly.

Total budget: €300,000

Winners of the TEDSEQUIP 2025 Training Call for Proposals (COMP) & COMP COA3P2DE 2025

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

Project Leader: Agnès PERRIN-DOUCEY
Affiliation: Faculty of Education

Abstract: CAPTURES aims to design, disseminate, and promote innovative multimedia resources for training in education, teaching, professional development, and outreach, focusing on three key themes: generative AI literacy, the ecological transition, and inclusion. It builds on the work of Research , and Training Groups (GRIFs) composed of teams of teachers, professionals, andProfessors projects linked to real-world practice. The outputs will be disseminated via a dedicated platform and the Faculty’s web radio, with a strengthened editorial line and communication strategy to increase visibility and the creation of a business model designed to offer these resources to other public and private training organizations.

WOOD 2050: Preparing graduates of the Master’s program in Wood Science for the challenges of the forestry and wood industry in 2050

Project Leader: Sandrine BARDET
Affiliation: Faculty of Sciences

Summary: The Master’s in Wood Science explores wood from its formation within the tree to its many uses—from materials to molecules—while addressing economic, social, and environmental issues. This interdisciplinary scientific program draws on innovative learning methods to help each student develop their career path. Off-campus weeks are organized with our partner schools at the forefront of the wood industry of tomorrow to prepare graduates for the challenges of the evolving forestry and wood sector. 

B-PHOTOSENS: Structure of the Erasmus Mundus PHOTOSENS Master's Program

Project Leader: Aurore VICET
Affiliation: Faculty of Sciences

Abstract: This project aims to establish a European Master’s program (M1 and M2) focused on photonic sensors for health and the environment. This program addresses the growth of the photonics market and the increasing demand, at both 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, cleanroom fabrication, data processing using artificial intelligence, and European regulations. This educational project therefore supports the development of an Erasmus Mundus Master’s program (EMJM), significantly enhancing the European visibility of the partners involved.

STEMS: A serious game on water treatment for science outreach

Project Leader: Julie MENDRET
Component: Polytech

Summary: The goal is to develop an educational digital “serious game” on the topic of water, illustrating the journey of a drop of water from its source through purification to its return to the environment via wastewater treatment systems. This project aims to raise awareness among a broad audience (youth, students, citizens) about the challenges of water management and environmental contamination, as well as eco-friendly practices. This tool will be used for science outreach and to promote Polytech’s STE department during open house events and among PEIP students.

TIAFORUM:

Project Leader: Jean-Michel MARIN
Department: Faculty of Sciences

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

SOY:

Project Leader: Jérôme AZÉ
Affiliation: IUT de Béziers

Summary: As part of an effort to raise student awareness of environmental issues through the lens of water resources, the IUT aims to create a low-water-use “rock garden” that will support TEDS coursework. The connected garden will be accessible to all UEI students via the website, allowing them to track the garden’s progress in real time.

DECO:

Project Leader: Moulay Said EL YOUSSOUFI
Affiliation: IUT de Nîmes

Summary: This project builds on the polymer recycling demonstrator project submitted in 2024. It aims to create a training and expertise center dedicated to positive-energy buildings (BEPOS), designed for IUT students, high school students during information days, and professionals through micro-certification programs. The goal is to design educational models illustrating how carbon-free heat sources work, as well as techniques for optimizing the energy performance of buildings.

DREAM:

Project Leader: Angèle CHOPARD
Department: UFR STAPS

Abstract: Physical exercise is central to the curriculum of the STAPS Department. During TEDS courses (lectures and seminars), our students are made aware of environmental issues, particularly those related to energy consumption. The acquisition of pedal-powered charging stations (ILO stations) that run entirely on human power would allow us to correlate the amount of electricity needed to charge a phone with the duration of a person’s pedaling. This would provide a concrete way to link energy consumption to the amount of energy produced through physical exercise and to raise our students’ awareness of the concepts of energy conservation and efficiency.

The IDIL graduate program is issuing a call for proposals to support the development of three tracks within the University of Montpellier’s master’s programs: internationalization, student immersion in research laboratories, and the creation of course units that promote interdisciplinary collaboration.

This call for proposals draws on the core principles of the IDIL graduate program: offering courses in English (Component 1) through “In-Lab” research (Component 2) with a focus on interdisciplinarity (Component 3).

All faculty members and Professors affiliated with an institution within the scope of the I-SITE Excellence Project are encouraged to apply for one or more components of this call for proposals.

Component 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) to teach them a specific technique or method using the most appropriate equipment.

Section 3 – Toward Interdisciplinarity:

• Funding for the development and administration of introductory courses designed for a multidisciplinary student body.

Applications will be accepted starting December 12, 2024, and must be submitted by January 22, 2025. To apply for one or more of these components of the call for proposals, please review the guidelines and then submit your application using the dedicated online form.

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

The application process for Educational Project Leave (CPP) follows the same timeline as calls for proposals. However, it is separate from calls for proposals and is not contingent on success in a call for proposals. In other words, it is possible to submit a CPP application independently of a response to a call for proposals. Success in a call for proposals does not result in the automatic award of a CPP, as the award procedures follow separate channels.

Galaxie Portal

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

• Call for proposals published: December 12, 2024
• Application deadline: no later than 12:00 p.m. on March 4, 2025

Reminder: Applications must be approved by the sponsoring organizations before submission (see application guidelines)

• Results: May 2025
• Fund allocation: early July 2025