Pre-SETT 2026 | Questioning the transformation of teaching frameworks through artificial intelligence

In December 2022, ChatGPT was launched to the general public. After a relatively warm welcome when it first appeared, it is now widely used on a daily basis by college and high school students, alongside other generative artificial intelligence (GAI) applications. Whether it is to ask for explanations about course material, to anticipate potential exam questions, to search for sources, to help rephrase a text, or even to write or do homework, its uses are developing and diversifying, considered better or worse depending on one's point of view. At the same time, they challenge current educational frameworks: the role of the teacher, or even their profession, their relationship with learners, the relationship to knowledge, the skills to be acquired, instructions for assignments and assessment in general, pedagogy and the learning process, etc.

Quite quickly, initiatives were put in place and new frameworks were developed in educational institutions to explore the potential of IAG at different levels: for learning, for course and material design, and for assessment.

The 2026 edition of SETT gives prominence to this feedback and to the reflections that this upheaval has generated. Given the importance of artificial intelligence (AI) in the concerns of today's teachers, it is important to learn about concrete experiences through field observations and to analyze the discourse on these transformations, whether alarmist or fantasizing about an inevitable future.

To disentangle what is reality from what is fantasy and to question the discourse on the transformations in teaching frameworks brought about by artificial intelligence, Pré-SETT invites its contributors to examine both the scope of this discourse and the transformative potential of AI. Contributions should address at least one of the following areas of inquiry, without excluding other possible themes:

1. Discourse on the uses of AI in education, its origins, the actors who support it, their intentions, etc.
2. The uses of AI by teachers and/or students and how they take place, oppose, divert, or reinforce current teaching frameworks.
3. The prospects for the evolution of teaching and learning driven by AI, and the tensions between these developments and current frameworks.

Participation is free but registration is required.

Part 1 - Location: BN01 - Rempart de la Vierge, 2 - 5000 Namur

8:30-9:00 a.m. – Welcome

9:00-9:15 a.m. – Introductory remarks

9:15-10:45 a.m. – Session 1: “Institutional and legal discourse on AI in education”

• Élise DEFREYNE (UNamur) - "The right to digital education and training in artificial intelligence in the discourse of the European Commission"
• Mathieu BÉGIN, Frédéric LEPAGE, and Jacob PERREAULT (University of Sherbrooke) - "A critical realistic analysis of ministerial, institutional, and professional discourse on the integration of generative artificial intelligence (GAI) in primary and secondary education in Belgium, France, and Quebec"
• Bruno DUPONT (KUleuven), Damien HANSEN (Free University of Brussels), Pierre-Yves HOULMONT (Haute École Albert Jacquard) and Isabel RIVAS GINEL (University College Dublin) – “The role of AI imagery in the decisions of educational institutions”

10:45-11:00 a.m. – Coffee break

11:00 a.m.-12:30 p.m. – Session 2: “Reconfiguring the teacher-student relationship in the age of AI”

• Christelle DEVOS, Mariane FRENAY, and Pascal VANGRUNDERBEECK (UCLouvain) – “Writing academic papers: mutual trust put to the test by AI”
• Anne-Sophie COLLARD, Sophie PONDEVILLE, and Stéphanie WEYNANTS (UNamur) – “How generative artificial intelligence is leading to a rethinking of student work”
• Leïla EL ALLOUCHE (Université Côte d’Azur) - “The machine as a revealer of the relationship to knowledge: the teacher-librarian and the restructuring of teaching frameworks in the age of AI”

12:30-1:30 p.m. – Lunch (location: BN02)

Part 2 - Location: Quai 22, rue du Séminaire, 22 - 5000 Namur

1:30-3:00 p.m. – Session 3: “Educational chatbots and AI-generated responses: critical approaches”

• Miguël DHYNE, Jean-Roch MEURISSE, Laurence DUMORTIER, and Michaël LOBET (UNamur) - "An AI score to objectively measure the performance of educational chatbots"
• Julie HENRY (UNamur) - "Rethinking student autonomy in the era of generative artificial intelligence: the case of the GenAI4Students project"
• Sara LAHLALI (UNamur) - "Training students to analyze AI-generated responses: a didactic approach in physics"

3:00-3:15 p.m. – Coffee break

3:15-4:45 p.m. – Session 4: “Imaginary and theoretical approaches to AI”

• Nina DEMOUSTIER (UNamur) - "Audiovisual fiction as a support for digital citizenship education in the classroom"
• Nathanaël FRIANT (ULB) - "Large language models and the rush for performance in higher education"
• Dominique MORENO (University of Burgundy) - “AI as a mediator of knowledge: what are the challenges for individuation and transindividuation?”

4:45-5:00 p.m. – Coffee break

5:00-6:00 p.m. – Keynote – Alexandre LEPAGE (University of Laval)

"Beyond the classroom: what does the craze for AI in education say about our vision of school? Results and research perspectives on the social acceptability of AI in education, value systems, and the automation of teaching work." 

This presentation will aim to broaden the questions raised by school stakeholders about artificial intelligence (AI) in education, while proposing a framework for reflection that combines the sociology of education, didactics, and educational technology. It will focus on the transformations in schools brought about by the deployment of AI tools, whether actively sought or unintentionally generated. The results of two research projects will be presented. The first focuses on the social acceptability of six types of AI use in education in relation to individual value systems and visions of what school should be. The second focuses on the potential for automating teaching work with AI, based on a set of teaching competencies (those of Quebec). Beyond the didactic questions that fuel discussions on how to use AI to support the learning process, it is becoming essential to revisit or reaffirm the purposes of school systems in order to make informed decisions about the future of education beyond technosolutionism.

10:00-11:45 a.m. – Round table: “Transforming education in the age of generative AI”

Alexandre LEPAGE (Laval University), Mathieu BÉGIN (Sherbrooke University), Christelle DEVOS (UCLouvain), Leïla EL ALLOUCHE (Côte d’Azur University), Nathanaël FRIANT (ULB), and Dominique MORENO (University of Burgundy).

Location: Namur Expo - Avenue Sergent Vrithoff, 2 - 5000 Namur