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Nowadays, the development of software systems and their integration into global business services are extremely challenging undertakings. Today's challenges include unprecedented levels of complexity, a growing number of stakeholders, and the need to master an increasingly wide range of skills, techniques, tools and methods..

New developments in information and communication technologies (ICT) have enabled public organizations to innovate in their internal processes and in the services they offer. In this context, these developments have led to the emergence of e-government and smart city concepts that will modify, and ultimately improve, the way public organizations operate.

Information technologies are deeply involved in shaping the contemporary human condition and its social organization. To a certain extent, these technologies are "micro-politics" that endorse, in their concepts and conceptions, moral and political choices affecting our relations with ourselves, with others and with the world. They are both a social construction and a social constraint.

Faced with technological developments such as Big Data, artificial intelligence, algorithms, the Internet of Things, robots, platforms, cybersecurity, etc., digital education has become a major issue for our society. Educational initiatives are now emerging in a variety of directions, affecting all age groups, in formal and informal educational settings.

Gilles Perrouin has just received the award for the most influential paper at the SPLC2024 conference. This award highlights a successful line of research on software product line testing, already awarded in February 2024.

Our society is undergoing a digital revolution, impacting its organization, but also its practices, and even its values. Most sectors of our society have to integrate this revolution, including eHealth, eGov, eServices, collaborative economy. Solving these challenges requires a transdisciplinary approach including technology, scientific foundations, but also societal, ethical, juridical and economic viewpoints.NADI aims at federating all the UNamur researchers working on the following challenges in 7 research fields:

Building on a tradition of computer science research at the University of Namur, NaDI federates six research centers focusing on different aspects of the digital society.

Stanford University has published a prestigious ranking that highlights the most influential researchers in a wide range of scientific fields. The list, based on bibliographic criteria, aims to provide a standardized means of identifying the world's scientific leaders. It is one criterion among others for assessing the quality of scientific research. Twelve researchers from the University of Namur are among them!

The morning will be devoted to presenting the detailed results of the study and putting them into perspective in the broader context of current economic, social, and environmental issues.The afternoon will give the floor to stakeholders in the field through testimonials and round tables, illustrating how the tourism sector is adapting to the challenges posed by climate change. Registration and detailed program here: Walloon tourism in the face of climate change: between risks and opportunities (January 26, 2026): Home · UNamur Event (Indico) 

Since September 2023, the reform of initial teacher training (RFIE) has been profoundly transforming the teaching profession. This year, it is taking a new step forward with the replacement of the former teaching-oriented master's degrees and the agrégation by master's degrees in teaching sections 4 and 5. Led by the Faculty of Education and Training Sciences (FaSEF), in collaboration with the Faculties of Science and EMCP (Economics, Management, Communication, and Political Science), the reform is accompanied by a strengthened partnership with HENALLUX (Namur-Liège-Luxembourg University College).

The University of Namur takes another step forward in its commitment to supporting digital transformation. It is joining the prestigious European Research Center for Information Systems (ERCIS) network as a Partner Institution, via the MINDIT research center (Management de l'Information et Transformation Numérique).

Conceptual field theory and didactic situation theory Two complementary theories for thinking about and organizing mathematical learningIn the first part of this talk, I'll propose an introductory situation in literal arithmetic (Barallobres & Giroux, 2008) that will enable me to introduce and illustrate the main concepts and methodological tools of the theory of didactic situations developed by Guy Brousseau (Brousseau, 1997; Bessot, 2024). In the second part, I will give a brief presentation of Gérard Vergnaud's theory of conceptual fields (Vergnaud, 1990; Durand-Guerrier and Saby, 2023), then show how this theory helps to shed further light on the introductory situation.The contributions of the anthropological theory of didactics The Anthropological Theory of Didactics (TAD, Chevallard, 2001) aims to explain why and how a given knowledge lives in a certain institution, and/or is transformed as it passes from one institution to another. This perspective and some of its evolutions will be presented and illustrated in this talk.Students' activities and teachers' practices in the mathematics classroom: analysis methodology with Activity TheoryIn this talk, we will present the founding assumptions of the Activity Theory framework adapted to the Didactics of Mathematics (TADM, Vandebrouck, 2008), showing how this theory gives importance to fine-grained analyses of mathematical knowledge to appreciate classroom developments. We will then exemplify some of these aspects on the teaching of limits at university (Bridoux and Grenier-Boley, 2024).BibliographyBarallobres, G., & Giroux, J. (2008). Environmental deficiencies and regulations in validation situations. N. In Berdnaz, & C. Mary (Eds). L'enseignement des mathématiques face aux défis de l'école et des communautés. Actes du colloque EMF 2006 (CD-ROM). Éditions du CRP https://emf.unige.ch/application/files/1414/5390/4857/EMF2006_GT8_Barallobres.pdfBessot, A. (2003). An introduction to the theory of didactic situations. Cahiers du laboratoire Leibniz, 91. hal-00078794Bridoux, S., & Grenier-Boley, N. (2024). What teaching practices should be used to introduce the limits of functions in the first year of university? A case study. In A. González-Martín, G. Gueudet, I. Florensa & N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024) (pp. 791-800). Escola Universitària de Sarrià. Univ. Autònoma de Barcelona and INDRUM.Brousseau, G. (1997). Théorie des situations didactiques. Lecture given at the award to Guy Brousseau of the title of Doctor Honoris Causa from the University of Montreal. http://www.cfem.asso.fr/actualites/archives/Brousseau.pdfChevallard, Y. (2001). Organizing study: 1. Structures and Functions. In J.-L. Dorier, M. Artaud, M. Artigue, R. Berthelot, & R. Floris Proceedings of the XIe École d'été de didactique des mathématiques. (pp. 3-32). Editions la Pensée Sauvage.Durand-Guerrier, V., & Nicolas Saby, N. (2023). Usages de la théorie des champs conceptuels en didactique des mathématiques. The example of transitivity. Caminhos da Educação Matemática em Revista, 13 (4),118-134. ⟨hal-04585866⟩Vandebrouck, F. (dir.) (2008). La classe de mathématiques: activités des élèves et pratiques des enseignants. OCTARES Éditions.Vergnaud, G. (1990). Conceptual field theory. Recherches en didactique des mathématiques, 10(2/3), 133-170. In practice Program18:00: Presentation by Viviane Durand-Guerrier 18:40: Presentation by Ghislaine Gueudet 19:20: Presentation by Nicolas Grenier-Boley and Stéphanie Bridoux20:00: Q&A around the three presentationsModalities Required registration via the PhD school website or direct link to the registration form.Or online participation link (via TEAMS).