François Taddei, founder and president of the Learning Planet Institute, has been UNESCO Chair in Learning Sciences (“Sciences de l’apprendre”) since 2014.
Partnered with the Learning Planet Institute and Université Paris Cité, the Chair combines research, pedagogy and technology to support teachers, researchers and all of those involved on the ground in building a learning society for a more sustainable future. Our engagement is based on the conviction that youth, lifelong learning and collective intelligence are the best levers for positive change in our societies.
The UNESCO Chair in Learning Sciences was renewed in 2018 and 2022. For 2022-2026, the Chair’s programme will focus on three major areas:
In the era of collective intelligence, systemic transitions and sustainability, we work towards fostering a learning society through research on the evolution of learning and collective decision-making. What we do:
To co-create a learning society to meet the challenges of our time by increasing the number of learners and teachers benefiting from innovative educational content and methods. To be identified as a major player in the field of Education, Research and Youth. Our goal is to co-create a learning society that can meet the challenges of our time by increasing access to innovative educational content and methods for both learners and teachers. We aspire to become a major player in the fields of education, learning sciences and youth by:
Our international mission is to continue leading the global community of practice dedicated to transforming education and co-constructing a learning society. We aim to facilitate the creation of projects that teach individuals to care for themselves, others, and the planet by:
The cycle of conferences launched in 2023 by the Learning Planet Institute explores the themes addressed by the ‘Learning Sciences’ Chair, as part of our collaboration with UNESCO to build a global university dedicated to education for peace, sustainable living and global citizenship, equipping people with the skills they need to shape a better future.
The UNESCO Chair in Learning Sciences is launching its 2024-2025 cycle of conferences with a compelling focus on how education can foster peace, enhance civic participation, strengthen democracy, and inspire constructive and sustainable engagement. In response to pressing environmental, demographic, social, and digital transitions, these conferences will reimagine research on key 21st-century competencies and their integration into educational programs, equipping learners to tackle the challenges of planetary health.
The conference cycle will cover the following themes:
6 November 2024
Skills and Professions of the Future
24 January 2025
Education for Peace, Hope, and Active Citizenship: Promoting positive peace education and civic engagement
19/20 June 2025
1st International Conference on the Future of Higher Education that aims to foster dialogue and share insights on transforming educational paradigms to better navigate the complexities of our time.
”Cultivating The Next Generation Of Young Peacebuilders”
24th january 2025
How can peace education evolve to create lasting positive peace and empower young leaders as key actors in conflict transformation? What scalable strategies can position youth as true artisans of peace and drive meaningful change in their communities? How can collaboration between international institutions, researchers, educators, and grassroots organizations amplify the transformative impact of peace education worldwide? This conference challenges us to reimagine peace education—not just as a means of informing and facilitating dialogue but as a catalyst for empowering individuals and civil society to actively build peace.
With Hilary Cremin (University of Cambridge), Christopher Castle (UNESCO), Ilgın Paslı-brombach (planIMPACT), Rina Malagayo Alluri (University of Innsbruck/UNESCO), Pavel Luksha (Global Education Futures), and Candice Mama (Author)
”Skills and Professions of the Future”
6th november 2024
What will the future of work look like in the context of environmental, demographic, social, and digital transitions? How can we reimagine education and prepare a workforce capable of addressing the challenges of planetary health and sustainable development? This conference focused on the evolution of occupations, the potential extinction of certain professions, and the emergence of new creative skills essential for tomorrow’s workforce.
With Borhene Chakroun (UNESCO), Mahlet Rede (Econodata), Michael Fung (Institute for the Future of Education at Tecnologico de Monterre), Todd Lubart (Université Paris Descartes), Vicki Phillips (National Center on Education and the Economy), Louise Massacrier (Université Paris Cité/Learning Planet Institute), Zoe Lina Wehmeye (Université Paris Cité/Learning Planet Institute) and Iryna Nikolayeva (Learning Planet Institute)
“Co-Designing the Future of Learning with Youth”
22th july 2024
What are the innovative initiatives that actively involve youth in shaping the future of education, spanning governance, curriculum design, and education advocacy? How can we generate actionable insights for creating learning environments responsive to the needs and aspirations of young people, fostering their active participation in shaping their educational experiences?
With Manja Klemenčič (Harvard University, Bloomsbury Handbook of Student Politics and Representation in Higher Education), Michael Winter (Oikos International), Arissa Roy (youth activist), finalists from the Learning Planet Youth Design Challenge, Edward Stevenette (Learning Planet Institute), and François Taddei (Learning Planet Institute).
“Teaching & learning with generative AI”
27th march 2024
How can we explore the disruptive potential of generative AI in teaching and learning?
With Justine Cassell (Inria/Carnegie Mellon University), Delphine Le Serre (EdHu2050), Fengchun Miao (UNESCO), Colin de la Higuera (Nantes Université), François Taddei (Learning Planet Institute), and Chabab Nastar (Learning Planet Institute)
”Greening education”
24th january 2024
What are the environmental sustainability initiatives in schools and K12 education, the best practices from universities and higher education institutions, as well as innovations emerging from non-profits and non-higher education organizations?
With Won Jung Byun (UNESCO), Brian MacCraith (Arizona State University), Runa Khan (Friendship), Eric Guilyardi (Office for Climate Education), Nikita Gidwani (Aga Khan Education Service), and Gaëll Mainguy (Learning Planet Institute)
Education: Learning to Thrive in Uncertain Futures
19th october 2023
The ‘Exploring Local Learning Ecosystems in the Global South: Pathways to Thriving for Every Child’ report published this year states:
“Education needs to become an avenue through which global society will overcome the challenges, gaps and systemic barriers we have created, and which COVID-19 brought into sharp focus as never before: the digital divide, the imbalance of information flows, growing economic and social inequality – particularly the long-term impact of ACE (Adverse Childhood Experiences), religious, ethnic, and cultural divides, and the extreme ecological pressures humans have placed upon the Earth. The profound disruption of labour markets, as a result of technological advancements, is being further exacerbated by the current global financial instability.” How then may learning ecosystems help us move from adversity to thriving?
With Stefania Giannini (UNESCO), Laura Head (Université Paris Cité-Learning Planet Institute), Julia Hermida (Universidad Nacional de Hurlingham, CONICET), Edouard Kaminski (Université Paris Cité), and François Taddei (Learning Planet Institute)
Expérimenter de nouvelles approches pédagogiques pour construire une société apprenante et former les citoyens de demain. Rencontre avec Raphael Costambeys-Kempczynski, directeur de l’Éducation
Si elles veulent s’adapter à l’accélération des changements du monde et de la technologie, toutes les universités à travers la planète gagneraient à se réinventer. De quels atouts disposent-elles pour s’affirmer en « laboratoires de la transition » face aux défis actuels ?
Le rapport intitulé « IA et enseignement supérieur : Formation, structuration et appropriation par la société », co-porté par les chercheurs François Taddei (fondateur et président du Learning Planet Institute) et Frédéric Pascal (directeur de l’Institut DataIA et Vice-Président IA de l’Université Paris-Saclay) – accompagnés par Emilie-Pauline Gallié et Marc de Falco, co-rapporteurs – dresse un constat lucide et propose des actions structurantes pour que l’enseignement supérieur devienne un acteur central de la société apprenante à l’ère de l’IA.
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