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The Revue internationale d’éducation de Sèvres, published by France Education International, is a French-language journal which provides a comparative approach in the field of educational policies and teaching practices. With more than 1,200 authors published from 120 countries on all continents, the journal has become an encyclopedia of education around the world, as well as a bridge between continents and cultures.
The journal has an international scientific board and an editorial committee, which convene at regular intervals. It publishes three issues a year for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. Issues are organised around a central topic an also provide information and documentary resources on education systems.
Every five years, the journal organises international conferences to reflect upon major ongoing developments in the field of education across the world. The papers presented in the workshops are published as special issues. These conferences also subsequently provide input for an issue of the journal, which aims to pursue and deepen the reflections on the topic in question.

Latest issue
100 | avril 2026
Réinventer l’école dans un monde incertain

Reinventing schools in an uncertain world
Reinventar la escuela en mundo incierto
Edited by Jean-Marie De Ketele and Marie-José Sanselme

What becomes of schools when the world is changing faster than them?

To mark its 100th issue, the Revue Internationale d’Education de Sèvres is dedicating a special dossier to a topic that has become a key global concern: educating in a world of uncertainty.

Drawing on an international conference and analyses from over thirty countries, this issue presents an original observation – for the first time, uncertainty no longer appears as an external shock to be absorbed, but as the structural condition within which all education systems now operate. Climate crises, conflicts, geopolitical tensions, rapidly evolving professions, the rise of artificial intelligence, growing inequality and the proliferation of teaching and learning spaces are all profoundly reshaping a decades-old frame of reference in education.

At the heart of these changes, another major trend is apparent: around the world, the actors of education are getting creative. Teachers, local officials, communities and students are developing original solutions, sometimes under extreme circumstances. Both within and outside formal schools, new forms of learning are emerging, e.g. digital environments, social media, local initiatives or private tutoring. They reveal educational dynamics that are more scattered, but also more vibrant.

By bringing these studies together, this issue provides a global overview of transformation in education. It highlights several converging trends:
- The vital role schools play as places that provide continuity, protection and cohesion.
- Even in contexts of social and political tension, vulnerable societies are nevertheless finding new ways to create spaces for learning.
- Artificial intelligence is rapidly transforming young people’s careers, points of reference, sources of knowledge and practices, calling into question the very role of educational institutions.
- The rise of private tutoring, social segregation and mistrust of state schools highlight major challenges for educational equity.

In the face of these upheavals, new forms of schooling are already taking shape. They appear to be more open to their local communities, more collaborative, rooted in the environments in which they operate, responsive to young people’s capacity for action, and connected both to local knowledge and to global innovations.

This 100th issue does not set forth a model for the schools of the future. Instead, it demonstrates, through rigorous and comparative analysis, that profound changes are already underway. By bringing together the perspectives of researchers and practitioners from around the world, it reveals that we can – and must – rethink education based on reality, recognising the diversity of contexts, the complexity of situations and the creativity of those involved.

In doing so, it affirms a fundamental belief: in an uncertain future, education remains one of the most powerful tools for building societies that are fairer, more resilient and capable of bringing people together to tackle contemporary changes.

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