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After focusing on the issues of the "Commons", the management of "common goods" , "health as a common good", this year the Chair turns its attention to the issue of "knowledge" as a "common good" and the role that the University is called upon to play in the creation and transmission of knowledge. As its title - "University and society. What can knowledge do for the common good?" - shows, the value and meaning that society places on knowledge, even more so from a universal perspective, is not self-evident. More info coming soon... Plus d'infos sur la Chaire

After focusing on the issues of the "Commons", the management of "common goods" , "health as a common good", this year the Chair turns its attention to the issue of "knowledge" as a "common good" and the role that the University is called upon to play in the creation and transmission of knowledge. As its title - "University and society. What can knowledge do for the common good?" - shows, the value and meaning that society places on knowledge, even more so from a universal perspective, is not self-evident. More info coming soon...

After focusing on the issues of the "Commons", the management of "common goods" , "health as a common good", this year the Chair turns its attention to the issue of "knowledge" as a "common good" and the role that the University is called upon to play in the creation and transmission of knowledge. As its title - "University and society. What can knowledge do for the common good?" - shows, the value and meaning that society places on knowledge, even more so from a universal perspective, is not self-evident. More info coming soon...

After focusing on the issues of the "Commons", the management of "common goods" , "health as a common good", this year the Chair turns its attention to the issue of "knowledge" as a "common good" and the role that the University is called upon to play in the creation and transmission of knowledge. As its title - "University and society. What can knowledge do for the common good?" - shows, the value and meaning that society places on knowledge, even more so from a universal perspective, is not self-evident. More info coming soon...

Background 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:Discourse on the uses of AI in education, its origins, the actors who support it, their intentions, etc.The uses of AI by teachers and/or students and how they take place, oppose, divert, or reinforce current teaching frameworks.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. I'm signing up Program for January 28, 2026 Part 1 - Location: BN01 - Rempart de la Vierge, 2 - 5000 Namur8:30-9:00 a.m. – Welcome9:00-9:15 a.m. – Introductory remarks9:15-10:45 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 break11:00 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 Namur1:30-3:00 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 break3:15-4:45 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 break5:00-6:00 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. Program for January 29, 2026 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

This event is free of charge.Reservations recommended: laurent.tallier@unamur.be - 0494/448 155

Program: 5:00 p.m.: Welcome & presentation of the film5:15 p.m.: Screening of the film I, Daniel Blake6:45 p.m.: Discussion: "Offline, out of the game? Let's fight the digital divide"7:15 p.m.: EndFollowing the screening, three experts from the Namur Digital Institute (NADI), Simon Dechamps (MINDIT Research Center), Alix Gobert (CRIDS Research Center), and Floriane Goose (CeRCLe Research Center) will discuss the following questions: What is the digital divide? How does it conflict with the digitization of government agencies? How can we take users into account? Is digital inclusion a solution?  Register

A Hackathon is a short event where teams reflect on a particular theme. They attempt to find solutions by developing innovative projects. At the end of the event, a jury determines which projects have caught their attention and thus won the competition. A CSLabs initiative The Computer Science Labs is a junior enterprise that grew out of the Faculty of Computer Science at the University of Namur. In practical terms, its actions revolve around carrying out projects, training members on IT-related topics and organizing events. Read more

Program 5-6pm: Student read-aloud6-7:30pm: Lecture by Julia Kerninon7:30pm-9pm: DrinkConference and performance aimed at students but open to all, interns and externs. Free but reservation required (aurelie.sinte@unamur.be)

Why take part? This immersive week will highlight the importance of dignity through a series of engaging and inspiring activities. Whether you're a student, staff member or faculty member, you'll have the opportunity to discover and contribute to a university where every individual is valued and respected, and where diversity is seen as an invaluable asset.Key objectives:Promote a culture of dignity where everyone is respected, whatever their origins, beliefs or identities.To raise awareness of prevention of violence and forms of discrimination, while creating a safe framework for reporting.To foster the active involvement of the entire community in implementing this policy.By participating in , you will help build a more respectful, humane and inclusive campus, while paving the way for a society where dignity is a core value. Discover the full program here

In practice Who are the workshops for? Workshops are aimed at children between the ages of 9 and 12. The number of children per workshop is limited to 12 to ensure optimal learning. What are the workshop themes? Workshops enable children to discover science and technology through a variety of themes: water pollution, astronomy, electricity, cinema and history. On Wednesday June 11, the workshop will be dedicated to the fascinating discovery of bats, swallows and swifts. This fun and educational workshop will allow children to explore the mysterious world of these incredible flying creatures.What time do the workshops take place?The workshops run from 2:00 pm to 4:00 pm with reception from 1:30 pm and childcare until 4:30 pm. What are the fees for the workshops? Participation in all workshops costs€10 per child. This price includes supervision, materials and a snack for each Wednesday. Who organizes the workshops? The workshops are organized by the Confluent des Savoirs, UNamur's research outreach and dissemination unit. The team, experts in the transmission of knowledge, works in collaboration with university researchers to offer workshops in which your children question, reflect and experiment while having fun! Workshop registration

Synopsis The spreading of internet-based technologies since the mid-90s has led to a paradigm shift from monolithic centralized information systems to distributed information systems based upon the composition of software components, interacting with each other and of heterogeneous natures. The popularity of these systems is nowadays such that our everyday life is touched by them.Classically concurrent and distributed systems are coded by using the message passing paradigm-according to which components exchange information by sending and receiving messages. In the aim of clearly separating computational and interactional aspects of computations, Gelernter and Carriero have proposed an alternative framework in which components interact through the availability of information placed on a shared space. Their framework has been concretized in a language called Linda. A series of languages, referred to nowadays as coordination languages, have been developed afterwards. In addition to providing a more declarative framework, such languages nicely fit applications like Facebook, LinkedIn and Twitter, in which users share information by adding it or consulting it in a common place. Such systems are in fact particular cases of so-called socio-technical systems in which humans interact with machines and their environments through complex dependencies. As coordination languages nicely meet social networks, the question naturally arises whether they can also nicely code socio-technical systems. However, answering this question first requires to see how well programs written in coordination languages can reflect what they are assumed to model.This thesis aims at addressing these two questions. To that end, we shall use the Bach coordination language developed at the University of Namur as a representative of Linda-like languages. We shall extend it in a language named Multi-Bach to be able to code and reason on socio-technical systems. We will also introduce a workbench Anemone to support the modelling of such systems. Finally, we will evidence the interest of our approach through the coding of several social-technical systems. The Jury Prof. Wim Vanhoof - University of Namur, BelgiumProf. Jean-Marie Jacquet - University of Namur, BelgiumProf. Katrien Beuls - University of Namur, BelgiumProf. Pierre-Yves Schobbens - University of Namur, BelgiumProf. Laura Bocchi - University of Kent, United KingdomProf. Stefano Mariani - UNIMORE University, Italy Participation upon registration. Register here