Biography
Hayet Saoudi is a Higher Education Teaching Assistant at the Faculty of Sciences of Bizerte, University of Carthage, Bizerte, Tunisia, where she teaches communication techniques and supervises students in pedagogical practices. As a teacher and researcher in science education at Carthage University since 2010, she has been working to promote higher education in terms of teaching practices, but also in terms of scientific research,, the crucial starting point for which was her joint PhD in education sciences between the Tunisian Virtual University and Toulouse El Mirail University, France (2009). Her research focuses on Socio-Scientific Questions (QSSV in French, SSI in English) adapted to the Tunisian context, such as plant transgenesis, genetic forcing, climate change, etc. She is actively involved in a dynamic process of sharing and exchange between several higher education institutions, namely ISEFC - Virtual University - as coordinator of the professional master's degree in health education.
Conference contributions 1
TEACHERS' PRACTICES AND PERCEPTIONS OF EESD IN THE DIGITAL AGE:
Barriers, motivations and perspectives for AI integration in France and Tunisia
Environmental and sustainability education (EESD) is a stated educational priority in both France and Tunisia. In the digital age, the rapid emergence of artificial intelligence (AI) opens up unprecedented possibilities for teaching EESD, but also raises uncertainties and ethical concerns. This contribution draws on an original quantitative survey conducted among secondary school teachers in France and Tunisia. The study examines teachers' actual EESD practices, their representations of digital tools and artificial intelligence, as well as the obstacles and levers that shape their relationship with the integration of these technologies. Obstacles include insufficient training, inadequate pedagogical resources, and overloaded curricula. The levers identified include personal commitment, awareness of climate issues, and interest in pedagogical innovation. The initial results reveal significant contrasts between the two countries. In France, teachers demonstrate a greater familiarity with digital tools, accompanied by a weariness with recurrent institutional pressures. In Tunisia, by contrast, a strong enthusiasm for EESD and AI is hindered by material constraints and limited access to available resources. Nevertheless, similarities emerge: teachers in both countries express a shared sense of a critical lack of targeted training on AI applied to EESD, as well as a fear that AI may exacerbate pre-existing inequalities between schools. Finally, the contribution offers concrete perspectives for a responsible, ethical and context-sensitive integration of AI into EESD, in line with the social responsibility of educational actors.