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To celebrate Pi Day, an annual event centered around the number π, the Confluent des Savoirs and the Department of Mathematics are organizing an immersive morning event to bring mathematics to life for 10th and 11th graders!

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

Terminator to talk about AI? Wall-E to talk about technological dependence? The Truman Show to discuss social media? In a new book, two professors from UNamur, Anthony Simonofski (digital transformation—EMCP Faculty—NaDI Institute) and Benoît Vanderose (software engineering—Faculty of Computer Science—NaDI Institute), take readers on a journey at the crossroads of digital technology and cinematic imagination. 

Medical education at UNamur, which has been offered since 1929, was initially limited to the first year but was expanded in 1962 to include the second and third years. Since then, the Faculty has trained thousands of physicians who are now practicing in Belgium and around the world. In 2024, the Department of Medicine launched a master’s program specializing in general medicine. 

The Department of Physics is proud of its graduates, whether they are pursuing inspiring careers (in research, industry, education, or innovation) or have changed paths. This page is dedicated to them to stay connected, share news, and build a vibrant community. Events and initiatives will be organized to foster interaction, both among alumni and with current students. Together, let’s spread the word about physics beyond the walls of our beautiful university in Namur!

Context The University of Namur has student groups on its campus (clubs, regional groups, project groups) with which it interacts in various contexts related to the activities of these groups. In this context, it processes the personal data of the leaders and representatives of these groups. It collects this data from the student groups and processes it during contacts and interactions with the student groups.   Categories of personal data processed and purposes of use For the purposes of this activity, the University of Namur processes data falling into the following categories: General identification data [category including the following types of data: surname, first name, postal address, email addresses, copy of identity card, identity photograph, telephone number, etc.]Data relating to membership of a student group [category including the following types of data: position, group concerned, year, etc.]Data generated during interactions with members of student groups This data is used to: Manage contacts with student group leaders and membersManage administrative aspects related to student groupsManage the coordination of activities organised by student groups on campus or on the premises of the University of NamurManage the use of University of Namur resources by student groupsManage the participation of members of collectives in working groups organized within the UniversityMaintain an archive of former group leaders with a view to preserving collective memory and promoting the role of student engagement in the university experience.  Basis of lawfullness for data processing The activity is carried out on the basis of the University's legitimate interests (Article 6(1)(f) of the GDPR). These legitimate interests consist of:  Being able ensure effective interaction with active student groups on campus (clubs, regional groups, project groups), particularly in terms of coordinating activities, administrative management, and use of university resources.Being able to maintain an archive of the leaders of these groups in its information assets to ensure institutional traceability and continuity in relations with student stakeholders  Categories of data subjects The categories of persons whose data are processed for the purposes of the activity are as follows: Members of student groups  Data sources The data included in the processing activity comes from the following source(s): The data is provided by the groups concernedThe data is generated by an activity of the person  Recipient of the data The data is processed solely by individuals and departments within the University for the purposes of carrying out the activity. The internal recipients of the data mainly belong to the following categories: University administrative staff External recipients of data belong to the following categories: In certain contexts, a banking institution (for the confirmation of proxy data)  Characteristics of processing The retention period is determined based on the following criteria: the need to retain data for operational purposes depending on the purpose of its use.  Contact details (surname, first name, telephone number and institutional email address, position and relevant group) are used during the academic year and are then retained for one year. The stored data is then archived, except for the phone number, which is deleted.  The retention of other data depends on the context in which it is used.  Data subjects rights Data subjects have rights which are described on the page https://www.unamur.be/en/privacy-policy. For any other requests, the first point of contact is secretariat.vecu@unamur.be. 

In an ever-changing world, where health, environmental and societal crises are intertwined, it is becoming imperative to rethink health in a global and interconnected approach. It was against this backdrop that the Faculty of Medicine at the University of Namur inaugurated its new "One Health" teaching unit (UE) on Thursday February 06, 2025, in the presence of Minister Yves Coppieters. This initiative, offered to all UNamur undergraduates, aims to train tomorrow's healthcare professionals in a systemic vision, where human, animal and environmental health are considered as one and the same reality.

As part of their training in archaeology, students at the University of Namur experience a unique immersion in their future profession thanks to workcamps. This program, developed by the Department of Archaeology and Art Sciences, closely combines field experience and academic learning.

Our research activities are divided into 3 main areas.

Since 2017 and as part of the work of the Pacte pour un Enseignement d'excellence, eight scientific "Consortiums" of the tronc commun have been formed. They bring together a total of some fifty members from the various universities, colleges and higher arts schools in the Wallonia-Brussels Federation. Their mission is to establish, on the e-classe digital platform, a repertoire of didactic tools and pedagogical devices that the educational community will be able to consult, select and procure easily, according to its needs and those of its students. These resources are available on the e-classe digital platform.