Doctoriales Epsylon 2026 Camille Miele

Doctoriales Epsylon 2026 Camille Miele

by Camille Miele

Humanities, Social Sciences & Thought Psychology JSociety and Social SciencesJMPsychology
🎙 Camille Miele 👥 217 📅 April 15, 2026 ⏱ 12 min 👁 94 📄 expert opinion 🧭 2026-08-15
Available in: English (current) Français

Keywords

AI literacyeducationtransferinterdisciplinaryteaching

Summary

Camille Miele, a first-year PhD student in cognitive psychology under André Tricot, presents her research on AI literacy and how to help students adapt to the constant evolution of AI. She notes that AI is increasingly present in education, with 50% of middle school and 77% of high school students using generative AI for schoolwork, but often without critical thinking. She highlights the lack of a formal curriculum for teaching AI and the variability in proposed topics. To address this, she has developed a teacher support document in collaboration with a consortium of about fifty educators, researchers, and inspectors, detailing what to teach about AI. She emphasizes the challenge of AI’s rapid evolution, making it difficult to teach static content. Drawing on the concept of transfer, she identifies two promising strategies: interdisciplinary teaching (e.g., teaching AI technical aspects in math, ethics in biology) and contextualized teaching. She is working with a consortium to identify integration points across disciplines and create resources for experimental testing. Additionally, she is conducting a systematic review of reviews on AI literacy with international collaborators, and is preparing her first experiment. She has presented her work at conferences in Rabat and Cagliari, though a proposal for Didapro was rejected.

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Critical Evaluation

Value of the Information & Strength of the Argument

The presentation provides valuable insights into the practical challenges of teaching AI literacy, supported by statistics on student usage and references to existing frameworks like UNESCO’s. The argumentation is coherent, linking the need for adaptive teaching to the concept of transfer, and proposing concrete strategies. However, the evidence is largely anecdotal and lacks detailed empirical support, as the research is still in early stages.

Scientific Rigor, Source Quality, Title Accuracy

The presentation references UNESCO’s AI curriculum framework and general literature on transfer, but does not provide specific citations. The title accurately reflects the content, which is a doctoral research presentation. The speaker demonstrates awareness of the scientific literature, but the lack of formal citations limits the verifiability of the claims.

129 words

Title / Content Match

The title accurately reflects the content: a doctoral presentation at the Epsylon doctoral days.

Quality & Reliability

6/10

Presentation of ongoing doctoral research, with references to established literature on transfer and AI literacy frameworks, but limited detail and no formal citations.

Key Moments

Markers derived by PSI from the transcript: the creator did not define chapters.

Cited Sources

  • UNESCO AI curriculum framework — Referenced as a guideline for teaching AI, but lacks detail for teachers.

Concurring Sources

  • UNESCO AI and education — Supports the need for AI education frameworks.

Contribution & Novelties

The presentation offers a practical approach to teaching AI literacy by leveraging interdisciplinary integration and transfer strategies, addressing a gap in existing frameworks. It also highlights the collaborative effort with a consortium of educators.

Pour aller plus loin :

  • Transfer of learning — Relevant to the core strategy discussed.
  • AI literacy — Provides background on the concept.
  • UNESCO AI and education — Official framework referenced.

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Radar Profile

The profile shows moderate scores across all dimensions, indicating a balanced but not deeply technical presentation. The highest score is in information quantity, reflecting the breadth of topics covered, while technical depth is slightly lower.

Reliability 6/10