Between local innovation and institutional prescriptions: what do the uses of generative AI reveal about educational quality?
DOI:
https://doi.org/10.37870/7624gr18Keywords:
intelligence artificielle générativ, qualité éducative, rapport au savoir , TraAM, dactique cliniqueAbstract
This study investigates the contribution of generative artificial intelligence (GAI) to educational quality in the teaching of health and social sciences (STMS) and biotechnology, within the framework of the French national collaborative programme TraAM. Drawing on a methodological triangulation combining participant observation, semi-structured interviews, and analysis of twenty-seven documented pedagogical projects across five French regional education authorities (Reims, Aix-Marseille, Toulouse, Lyon, Versailles), the findings show that GAI can enhance learning, equity, relevance, and pedagogical efficiency. However, these benefits remain contingent on teachers’ relationship to knowledge and their pre-existing decision-making dispositions. The results also reveal ethical and institutional tensions—data protection, technological sovereignty, digital sobriety—that hinder the institutionalisation of GAI. A clinical didactics approach sheds light on teacher subjectivity in the face of such innovations.
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