ABSTRACT. This paper explores a collaboration between researchers and a filmmaker within a Change Laboratory conducted at an INSPE (French Teacher Training Institute). The project aimed to foster hybridization between artistic creation and formative research. Participants were engaged in image-based reflection on their professional activities and were filmed in and outside the Change Lab sessions. A key outcome was the co-creation of a pedagogical performance and documentary film, showcasing a form of co-authorship across disciplines. Drawing on Akkerman and Bakker’s (2011) theory of boundary crossing, the paper examines how artistic and academic practices intersected to produce new tools, routines, and understandings. It investigates the tensions and contradictions that shaped the collaboration, shedding light on both the potential and the limits of such interdisciplinary hybridizations. The study highlights how boundaries can function as generative spaces for innovation, dialogue, and the collective construction of knowledge

ABSTRACT. This paper addresses the issue of fostering expansive learning in doctoral education using a Change Laboratory-in-miniature approach. Doctoral students face many problems when understanding activity-theoretical methodologies such as the Change Laboratory. While cutting-edge and promising, these are not easy to grasp for newcomers. In a practice context increasingly prioritising timely completion, such obstacles incentivise students towards adopting conservative, well-understood research approaches. This paper explores how the Change Laboratory in miniature can provide doctoral students with a Change Laboratory experience, but emphasises that the success of this endeavour depends on such projects addressing genuine practice problems experienced by the doctoral students in their own lives. Two miniature projects are considered—each conducted online, over a few weeks, with globally distributed cohorts of distance doctoral students. The projects’ objects, selected by the cohorts themselves, respectively concerned the informal mutual support provided by networks of online PhD students; and the use of Generative AI tools in academic research.

ABSTRACT. This study presents a cross-cultural, online Change Laboratory (CL) pilot exploring how TESOL practitioners collaboratively examine AI integration in adult blended language learning. Conducted with teaching practitioners in China and South Africa, the workshops aimed to assess the feasibility of online CLs, examine how cultural and linguistic diversity shapes expansive learning, and generate methodological insights for a larger future interventions. Using Cultural-Historical Activity Theory (CHAT) as a guiding framework, participants reflected on teaching practices, analysed systemic contradictions, and began modelling alternative approaches. Findings highlight the viability of online CLs in supporting collaborative reflection across cultural boundaries, while revealing important differences in how participants from distinct cultural contexts interpret critique, authority, and pedagogical change. The Activity System Model functioned as a shared mediating tool, enabling dialogue homogeneous linguistic groups. The study demonstrates the potential of online, culturally responsive CLs to foster teacher agency and deeper understanding in globalized, AI-enhanced TESOL environments.

ABSTRACT. This paper presents a proposed Change Laboratory intervention involving pre-service early childhood educators in a tertiary institution in the United Arab Emirates. Grounded in Cultural-Historical Activity Theory (CHAT), the project aims to engage students and faculty in collaboratively developing ethical and context-sensitive guidelines for AI use, both in their academic work and future classroom practice. The intervention responds to growing tensions between institutional policy, classroom realities, and the ethical complexities of emerging technologies in education. Using mirror data and expansive learning cycles, the Change Laboratory will support participants in identifying contradictions, fostering critical dialogue, and co-creating practical tools rooted in real experiences rather than idealised models. This work contributes to ISCAR 2025 themes by advancing participatory approaches to equity, sustainability, and institutional transformation, while modelling how future educators can develop collective agency and pedagogically grounded responses to technological change.

ABSTRACT. In the last decades, in the context of increasingly restrictive immigration policies, charities and grass-roots groups have developed across Europe to organise acts of compassion and solidarity with refugees. In particular since the so-called ‘refugee crisis’ in 2015, networks providing private/domestic hospitality to refugees have gained an increased visibility in civil society. This paper draws on a research project exploring private/domestic hospitality initiatives within the frames of compassion and solidarity in the UK, France, and Italy. Drawing on a set of 48 interviews with volunteers hosting refugees in these three countries, our paper aims to develop a theoretical argument on the everyday practice of hospitality. We claim that, as a practice that is defined by contradictory logics of inclusion and exclusion, private hospitality is best approached through the focus on everyday dilemmas encountered by hosts (and guests). We develop the concept of dilemmas of hospitality by expanding Derrida’s (2000) reflection on “responsibility” and Billig’s (1988) analysis of “ideological dilemmas”, and by showing how everyday – often mundane – dilemmas reflect broader processes of inclusion and exclusion in contemporary societies. We illustrate our approach through specific dilemmas that are prominent in the narrative of our participants, and we analyse the different processes through which they attempt to respond to these dilemmas.

ABSTRACT. Abstract (max. 150 words) This article advocates for the incorporation of temperance as a transversal and competency-based axis in initial teacher education. Based on the intercultural recognition of this virtue, it is proposed to understand temperance as an observable and trainable ethical competence, essential for building inclusive, equitable, free, and peaceful educational environments. A pedagogical proposal is presented linking temperance with emotional management, conflict prevention, democratic participation, and social justice. Indicators for its assessment and strategies for integrating it experientially into the formative practices of future teachers and academic subjects are included. This proposal aligns with the Sustainable Development Goals (SDGs 4 and 16), education for peace and equity, and aims to train teachers committed to transformative and ethical education. Ethical competence helps students develop their own criteria to face difficult situations with justice and responsibility, thus contributing to the formation of engaged and empathetic citizens committed to coexistence and the common good.

ABSTRACT. This paper examines the pedagogical and political dimensions of teachers’ collective resistance to housing evictions in an impoverished municipality in Catalonia. Drawing on a two-years ethnography, it follows a group of teachers who, working in conditions of professional and territorial precarity, have mobilized to protect their students' right to housing. Their grassroots organizing has helped spark a broader movement of educators confronting evictions as structural barriers to education. Using insights from Cultural-Historical Activity Theory and affective scholarship, we argue that these teachers enact a form of sustainable schooling rooted in relational care, solidarity, and resistance. The study contributes to rethinking sustainability education beyond behavioral change frameworks, foregrounding environmental justice and the material conditions that sustain learning. The work positions the teachers’ committed fight as a precondition for dignified, transformative learning in the context of ongoing socio-ecological crises.

ABSTRACT. Socio-emotional skills (SESs) – the capacities to process social information and adapt behavior for effective interactions in diverse environments – are primarily acquired implicitly through observing and imitating others in social situations. As SESs rely heavily on visual and socio-cognitive systems, children and adolescents with visual impairments (VI) are likely to encounter challenges in this area. These difficulties may impact peer relationships, increase dependence on adults, and restrict social participation. Nevertheless, children and adolescents with VI are capable of acquiring SESs through the development of compensatory strategies. This oral presentation therefore has three objectives. First, from a theoretical perspective, it explores the specific link between SESs and VI. Second, it proposes a general theory of teaching-learning of SESs, drawing on the Vygotskian approach to special education. Third, from a practical perspective, it presents assessment tools, teaching-learning strategies and the Visual Impairment – Social Emotional Learning (VI-SEL) curriculum.

ABSTRACT. The present study focuses on the creative approach of the Sustainable Development Goals (SDGs) by preschool students in the context of their participation in the innovative educational project entitled “Nature Based Solutions EduWorld” which recognizes the importance of educating future generations about NBS and their potential to solve environmental and societal problems. Based on the Activity Theory, the specific concern of this project is the expansion of the learning environment outside the classroom. During the design and the implementation phase, action research and field research are applied, while the socio-cultural approach to the teaching of STEAM education is mobilized as methodological tool. In this context, parents, local authorities and community are implicated in the action planning and materialization of activities. The research framework is completed with the process of the overall evaluation and dissemination of the learning results to the educational and extended community.

ABSTRACT. The emergence of generative artificial intelligence (GenAI) in education reveals systemic contradictions that affect teaching agency and creativity. Based on Cultural-Historical Activity Theory (CHAT), this study explores how GenAI transforms educational activity systems, introducing tensions between tools, rules, and pedagogical objectives. We propose that formative interventions can support teacher creativity by turning contradictions into resources for expansive learning. Looking at didactic creativity and co-creativity, we analyse how teachers can develop their professional skills when they thoughtfully examine, work together on, and use AI technologies in meaningful learning situations. This perspective requires supporting educators to shift from viewing GenAI as an instrumental adaptation to consider it a dialogical transformation.

ABSTRACT. PROPOSAL: In an era where artificial intelligence has transcended theoretical frameworks to become an integral part of our daily lives, educational institutions face the unprecedented challenge of preparing learners for an AI-augmented world. This presentation explores the multifaceted journey from theoretical understanding to actionable implementation of AI in educational contexts, with particular emphasis on data processing frameworks, pedagogical approaches, ethical considerations, and inclusive practices. Our research examines how educational data processing has evolved beyond simple analytics to complex learning ecosystems where AI serves as both tool and subject matter. We analyse current data architectures in RAGs, that support adaptive learning while highlighting the critical balance between personalization and privacy. Drawing on case studies from diverse educational settings, we demonstrate how responsible data stewardship can empower rather than endanger student agency. The presentation outlines a progressive framework for AI integration across educational tiers, beginning with foundational AI literacy and advancing toward sophisticated applications. We present evidence-based strategies for developing computational thinking through project-based AI applications, fostering both technical competence and critical evaluation skills. Our approach emphasizes the importance of interdisciplinary teaching methodologies that situate AI within broader societal contexts rather than isolated technical domains. As educational landscapes transform, we confront ethical dilemmas inherent in AI adoption. Our research addresses concerns regarding algorithmic bias, digital equity, and the changing nature of human-machine relationships in learning environments. We propose a values-centered approach to AI implementation that prioritizes transparency, justice, and human flourishing. To bridge theory and practice, we introduce a series of actionable initiatives designed to promote participatory citizenship in an AI-influenced society. These include community data deliberation forums where stakeholders collectively establish ethical guidelines for AI use in local educational contexts; cross-generational AI design workshops that engage diverse participants in developing inclusive technological solutions; and AI ethics simulation activities that enable learners to explore complex dilemmas through experiential learning. The presentation concludes suggestions to develop a transformative approach to AI education that empowers critical engagement with AI systems, while emphasizing human values and democratic principles. Education can serve as the crucial mediator between technological innovation and societal wellbeing in our rapidly evolving digital landscape. (Summary partially produced with generated AI text: Claude 3.5).

ABSTRACT. This project shares a proposal for exploring scientific thinking in Mexican secondary school students. It considers a series of Maker-STEAM experiences, whose interactions are strongly related to Cultural-Historical Activity Theory (CHAT), a central axis of analysis for recognizing possibilities in the development of scientific competencies. Based on student contributions, aspects strongly related to tools and signs, division of labour, and ambiguity were identified, which demonstrate the use of scientific principles, experimentation, programming principles, and the development of aspects related to creativity.

ABSTRACT. Latin American women constitutes a large group within the migrant population in Spain. These women are often recruited for domestic and care work, where they encounter various forms of discrimination. Migration prompts them to question their own identity, which is narratively reconstructed through proculturation processes. From an intersectional perspective, this paper analyzes the identity reconstruction of four Latin American women in Andalusia who face the challenges of migration. Individual interviews were conducted with migrant women living in Spain for more than 14 years. The analysis was based on Bruner indicators: agency, resources, social references, and coherence. Migration itself, as a primary means of escaping poverty, is identified as a key indicator of agency. Perseverance and religion emerge as the main personal resources on which these women rely to pursue their goals. Among the social reference indicators, support was received from family members, friends, certain employers, and professionals, while ex-husbands and the broader Spanish population were identified as the main barriers to their integration. Finally, coherence indicators reveal an ongoing effort to maintain continuity during the migration process, with caregiving standing out as a central element of their experience. The results demonstrate the formation of new meanings through proculturation processes and highlight the intersection of social, political, economic, and historical dimensions of discrimination. Gender emerges as a central factor that shapes and articulates the entire migratory project.

ABSTRACT. Short abstract

The creation of interprofessional spaces implies not just an exchange of information but a mutual commitment to co-constructing knowledge, identifying common horizons and practices. In such a process imagination plays a fundamental role. Understood as an “expansion” of experience and possibility, a realistic practice of imagination is a stimulus to reflect on systematic and professionals' representations, contradictions and desired changes.

This paper presents a case study conducted with an interprofessional group working with children and families in Italy within P.I.P.P.I.(Programme of Intervention for Preventing Institutionalization), a national programme for supporting children and families in a situation of vulnerability. The presentation focused on experience in which professionals are asked to write creatively and collaboratevely about the near future of school-family-service collaboration. The narrative tool allows us to represent the proximal experience lived by professionals in their context from the analysis of the future to read the question of the present.

Extended abstract Expanding the Present: collaborative creativity and Imagination in workplaces to design “the Near Future” of Family-School-Service Collaboration

Service-family-school collaboration is often understood as a process of networking between persons who, on the basis of their own interpretation of a problem, get in touch by asking each other for the resources each believes to be appropriate. In a research on preventing children's vulnerability, Edwards (2011) proposes instead to base collaboration on the creation of interprofessional and community spaces in which to engage in co-constructing knowledge and understanding of the problem. There is not just an exchange or transfer of information but a real mutual commitment to identifying common horizons and practices that can help achieve them. In the creation of this area of ​​interprofessional and community work, imagination plays a fundamental role. According to Vygotskij (1987) “no accurate cognition of reality is possible without a certain element of imagination, a certain flight from the immediate, concrete, solitary impressions in which this reality is presented in the elementary acts of consciousness. The processes of invention or artistic creativity demand substantial participation by both realistic thinking and imagination. The two act as a unity” (p. 349). Drawing upon both Zittoun and Gillespie’s cultural-historical lens around the concept of imagination - understood as an “expansion” of experience and possibility (2016) - we face the creative dimension of imagination using a narrative tool to stimulate professionals in designing a service-family-school collaboration system in the near future. In our research project the writing process has become a collective space to share motives and professional expectation on collaboration; while the narratives produced by professionals were used as second stimuli to analyze the current activity system both in historical-genetic and actual-empirical dimension (Engeström & Sannino, 2010). The aim is to explore the letters from the future narrative tool's potential for uncoupling the professional imagination from the here-and-now of a proximal experience, to explore and identify possible alternatives and transformations in the collaboration activity system.

Methods

This paper presents a case study conducted with social workers, educators, psychologists, teachers, neuropsychiatrists working with children and families in Italy within the P.I.P.P.I. programme (Milani, 2022). P.I.P.P.I. is a national program for supporting children and families who live in a situation of vulnerability. The program is coordinated by the Italian Ministry of Welfare in association with the University of Padua, and the Universities of Torino, Verona, Trieste. P.I.P.P.I. is an intensive support program, and its name is an acronym for Programme of Intervention for Preventing Institutionalization. It is based on interprofessional collaboration and collaboration between professionals and other formal and informal actors, families included. The local authorities that have participated in two or more implementation of the program can join the advanced module and constitute into a Territorial Laboratories (LabT): a collaborative space involving professionals and researchers to analyze the local system, promote learning and situated innovations involving different key actors who contribute to the wellbeing of children and families (Sità, Di Masi, Petrella, 2023). The presentation focused on a LabT experience in which we experimented with the narrative tool of the Letter from the Future. Professionals are asked to write about the near future (Kloetzer 2025) of school-family-service collaboration. Letters were written by an interprofessional group working in child and family welfare in the Tigullio gulf area (Nord-Ovest of Italy). We used the following prompt as a trigger question to stimulate a near future imagination: "It is 2034, and you have the opportunity to write yourself a letter from the future that you receive today. What would you tell us about school - family - services collaboration in your region?" The narrative tool allows us to represent the proximal experience lived by professionals in their context “what is” starting from a near future imagination "what it could become", i.e. from the analysis of the future to read the question of the present. It is a realistic practice of imagination and a stimulus to reflect on systematic and professionals' representations, contradictions and desired changes. We present the key contents that emerged from a thematic analysis of these 45 letters, focusing on what it means to cross professional and institutional boundaries, trying to establish collaboration and to search for shared knowledge, while expanding the ‘bubble of now’.

Findings

The analysis of the letters drew an imagery of school-family-services collaboration with utopian and dystopian elements. Several contradictions emerged that professionals are experiencing in this historical moment, marked by precariousness, wars, lack of public attention to welfare and the spread of AI technologies. The tension towards the creation and the need for interprofessional working spaces is expressed through the difficult recurrent search for a ‘common language’ that can transcend the different disciplinary ‘dialects’ opening spaces of unpredictable understanding. In this sense, in the narratives, a great deal of attention is devoted to the issue of institutional and professional boundaries, as well as to forms of continuity and circularity. Furthermore, a dialectic is delineated between certain representations of socio-educational work that oscillate between: restorative vs. transformative function; dissemination of information vs. forms of understanding the problem; medicalisation vs. educational act. If we take these polarisations into account as dialectical forms, we can consider them as engines of development, levers for imagining innovation projects towards desirable future forms of interprofessional work. The analysis is still in progress.

References

Edwards A. (2011), “Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise”, International Journal of Educational Research, 50, 33-39. Kloetzer, L., Kloetzer, L. (2025). Instant Futures: an experimental study of the imagination of alternative near futures thanks to science fiction. Integr. psych. behav. 59, 25. Milani P. (2022), ed., Il Quaderno di P.I.P.P.I.. Teorie, metodi e strumenti per il Programma di Intervento per la Prevenzione dell’Istituzionalizzazione, Padova, Padova University Press. Sità C., Di Masi D., Petrella A. (2023) Le città visibili: la ricerca trasformativa nei Laboratori Territoriali, Padova, Padova University Press. Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky, Vol. 1. Problems of general psychology. (R. W. Rieber & A. S. Carton, Eds.). Plenum Press. Zittoun T., Gillespie A. (2016), Eds, Imagination in Human and Cultural Development, London, Routledge.

ABSTRACT. Faced with persistent inequalities between the sexes and the limits of normative policies, this paper examines the ability of CHAT to support transformative educational practices in the field of gender equality. Based on a systemic analysis and an experiment conducted in a nursery school in a REP+ in Marseille, the analysis highlights the power of CHAT to identify the dilemmas experienced by teachers, explore systemic contradictions, and co-construct intermediate objects (such as the fight against gender stereotypes). The proposed approach, based on the tension between institutional utopia and professional realities, opens the way to a "real utopia" (Wright, 2010; Sannino, 2022,2023) where school becomes a genuine space for emancipation. This reflection calls for a cultural transformation of training and practices, going beyond prescriptive approaches, giving back the power to act to educational players and consolidating the link between republican ethics and pedagogical activity.

ABSTRACT. Transforming Initial Teacher Education (ITE) to meet 21st-century learning demands requires a fundamental shift in how future educators are prepared. This study explores the integration of 21st-century skills—critical thinking, collaboration, creativity, and problem-solving—within an ITE program in Indonesia. Using Activity Theory as an analytical framework, it investigates systemic contradictions that emerge during teaching practice. Data were collected through in-depth interviews with 15 participants, including student teachers, teacher educators, and mentors. Findings reveal key misalignments between tools, rules, community, and intended outcomes, which manifest as unclear instructional guidelines, limited institutional support, and inadequate assessment systems. These contradictions hinder the development of essential competencies and reflect deeper structural challenges within the ITE system. The study argues that addressing these tensions is crucial for meaningful educational transformation. It calls for a realignment of curricula, pedagogical tools, and institutional policies to support the effective integration of 21st-century skills and prepare future-ready educators.

ABSTRACT. Emad Al-Rozzi intervention

ABSTRACT. In this short talk, Carles Sierra, the director of the Artificial Intelligence Research Centre (IIIA) from the Spanish National Research Council (CSIC) will introduce how Lev Vygotsky’s concept of the Zone of Proximal Development (ZPD) has informed the design and development of Intelligent Tutoring Systems (ITS).

ABSTRACT. Curiosity - an intrinsic motivation to explore and gain new information - drives learners to optimize for progress rather than performance. Optimal learning progress occurs within the zone of proximal development and depends on metacognition, as learners must identify appropriate learning goals and monitor their progress effectively. Metacognitive training therefore offers a promising approach for fostering curiosity-driven learning in educational contexts. Our study with primary school children demonstrated that training curiosity-specific metacognitive skills enhanced their ability to ask curiosity-driven questions and improve their perceptions of curiosity.

ABSTRACT. In a school context marked by the omnipresence of digital technology, this paper explores classroom management planning in the era of online interactions between pupils. Rather than limiting itself to reactive responses, it proposes a proactive approach based on Cultural-Historical Activity Theory (CHAT). The Clim@t project, in its first research and development phase, draws on the narratives of four novice primary school teachers confronted with critical incidents involving the misuse of digital platforms (Snapchat, TikTok, Google Classroom, Canva). The analysis reveals conflicts of motives (e.g., prohibit vs. educate) that catalyze transformative agency. The participants proposed solutions such as a lesson plan focused on modeling digital behaviors, school-family collaboration, and the creation of educational video capsules. These findings highlight the importance of reflective and contextualized planning that integrates the relational challenges of digital technology. They call for structured institutional support and coordinated training to assist teachers in educating for online sociability. This work contributes to enhancing inclusive practices and promoting a positive classroom climate by anticipating digital challenges through teacher thinking that is both enlightened by a critical understanding of systemic tensions and shaped, that is, mediated by the tools, rules, roles, and cultural artifacts that structure educational activity.

ABSTRACT. In the current educational landscape, where generative artificial intelligence (GenAI) tools like ChatGPT are reshaping academic writing, critical questions arise regarding student cognition, authorship, and equitable assessment (Kim et al., 2025). This study explores how GenAI impacts the development and evaluation of critical thinking in undergraduate thesis writing from a student and teacher perspective. Drawing on sociocultural theories of learning and Cultural-Historical Activity Theory (CHAT), this work examines thesis writing not merely as a cognitive process, but as a culturally mediated activity system where genAI tools, academic norms, and roles intersect. Academic writing has traditionally served as a means for students to externalize thought, demonstrate their research competencies, and engage in higher-order reasoning on specific topics within their field of study. The availability of GenAI introduces a disruptive shift in this activity system, reconfiguring the relationships between subject (student), tools (AI), community (academic peers and supervisors), and rules (assessment rubrics and institutional standards). This research is framed within a CHAT perspective to explore how generative AI tools are changing the way students work on their theses, shaping not only how they write, but also what they aim to achieve and how their work is evaluated. The study follows a three-phase mixed-methods research design to explore how critical thinking can be assessed in AI-mediated academic writing. First, we conducted a systematic literature review using the PRISMA protocol (Page et al., 2021) to map the intersection between artificial intelligence, academic writing, and critical thinking assessment. This review established a foundation of current knowledge and identified key gaps in the field. Next, the study proceeded to a qualitative phase involving both students and thesis supervisors. Through interviews, focus groups, and practical assessment tasks, we explored how they perceive generative AI, define originality in academic work, and draw ethical boundaries. Finally, we used a Delphi consensus method to gather insights from international experts. This phase focused on co-constructing normative criteria for evaluating critical thinking in AI-supported thesis writing, with the aim of buildinga shared framework for equitable assessment in higher education. Preliminary findings reveal a clear tension within the activity system of academic writing: while students may write faster and more fluently with generative AI, this increased productivity often comes at the expense of deep cognitive engagement, authorship ownership, and reflective meaning-making. From a CHAT perspective, this reflects a disturbance in the interaction between tools (GenAI) and the object (critical thinking or meaningful learning). Moreover, both students and educators articulate uncertainty regarding the ethical use of AI tools and ambiguity in assessment criteria. This highlights a contradiction involving organizational rules, community expectations and changes in the division of labour. These tensions mirror broader systemic contradictions within educational activity systems, especially in times of rapid technological disruption, misalignment between assessment practices and learning objectives such as critical thinking, and shifting learner roles and identities. Such challenges, rather than being purely negative, may signal opportunities for expansive learning and reconfiguration of pedagogical practices (Engeström, 2001). These discrepancies point to opportunities for expansive learning and institutional transformation. This study contributes to a growing body of work that conceptualizes AI not merely as a tool, but as a mediating artifact with the potential to reshape the entire educational activity system (Holt & Morris, 1993). This shift requiresnew forms of pedagogical engagement that support genuine, meaningful intellectual growth. Ultimately, this study calls for educational policies and practices that not only recognize GenAI as a mediational tool but also address how such tools can either hinder or support the cultivation of critical agency, essential for peace, equity, and sustainability in contemporary knowledge societies.

ABSTRACT. This preliminary research examines the responsible implementation of artificial intelligence systems for analyzing visual artifacts produced by students, while maintaining the integrity of the human creative process. Through participatory action research with 14 university Visual Arts students, an experimental analytical protocol using Claude (Anthropic) was developed, evolving toward relational SVG representations, proposing the #PPai6 model. Initial results reveal a significant transformation in student perceptions, progressing from limited initial confidence (2.8/5) to elevated satisfaction (4.7/5). Preliminary findings confirm that AI can function as a complementary tool while preserving creative agency, although challenges persist regarding perceived originality and algorithmic biases. An ethical integration model grounded in UNESCO principles is proposed, balancing technological innovation with preservation of humanistic values in arts education. Initial results suggest that early-stage implementation of AI analytical tools enriches formative processes without replacing fundamental creative competencies. This exploratory study establishes foundations for future confirmatory research.

ABSTRACT. Finally, it is clear that our purpose is not to retrospectively attach CHAT as an a priori working method to create the Met@ video game, of the order of the unconscious or intuition. We are not initiated in this field, which we are nevertheless discovering with great interest. Moving the perspective of our design-oriented research work from the field of TACD (Didactic Theory of Joint Action) (Sensevy, Mercier, 2007) to that of CHAT and TADS does not amount to digging a breach but rather to building a bridge. Both in the line of decision theories such as game theory (Possel, 1979, 1936) and in that of professional didactics (Pastré, 1999), in the beginning is the action. Teaching and learning with the experimental approach of co-designing an epistemic video game, in addition to an intrinsic metaphor for learning, means becoming aware that acting in a critical, difficult and new situation involves taking many risks and making adaptations on both sides. It means perceiving school as a dramatic place, a place of cooperation and conflict, a place of negotiation through the management of often unexpected interactions (Vinatier, 2009).

Thanks to the unifying principles of CHAT, we hope to be able to find, at the end of this workshop, working tools that will allow us to better dissect the terrain of our past approach, inspired by TACD and its double dialectic of reticence-expression and contract-environment, with a view to providing a more sustainable future anchoring to such techno-creative approaches, focused on expansive learning via the mediation of the still illicit cultural artifact that the video game represents here. We will then be able to join the logic of transformative agency as external to the student and constitutive of a context and a training system where change must take place (Hopwood, Sannino, 2021).