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The Revue internationale d’éducation de Sèvres, published by the Centre international d’études pédagogiques (CIEP), is a French-language journal which since 1994 has provided a comparative approach to the major education issues across the world. With more than 1 200 authors published from 110 countries on all continents, the journal has over the years become an encyclopedia of education around the world, as well as a bridge between continents and cultures.

The journal publishes three issues a year on a variety of topical issues for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. The journal has an international scientific board and an editorial committee, which convene at regular intervals. Issues are organised around a central topic that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies and teaching practices.

The journal periodically organises international conferences to reflect upon ongoing developments and to try to identify the major global trends discernible in the field of education. These conferences, which bring together authors, readers, researchers, education policymakers and practitioners, are used to produce a special issue of the journal.


Latest issue
80 | 2019
La pédagogie universitaire

University pedagogy
La pedagogía universitaria

For a number of years, universities have undergone many transformations that are changing teaching and promoting the development of something new: university pedagogy. Teaching practices are changing under the influence of social and societal changes: massification, arrival of new technologies, the change in the relation to knowledge, new aspirations and increased student mobility, the need for diversified teaching methods, etc. New forms of teaching are appearing (problem-based learning, flipped classroom, distance, blended or co-modal learning, etc.), yet  evaluation methods and learning spaces are changing too. And although, a few years ago, teacher training for university lecturers was almost non-existent, teaching support centres are now being created all over the world, whatever the typology of institutions, while at the same time the question of how to value lecturers’ commitment to their teaching practice is emerging.