An academic in Psychology of School Learning and Digital Technologies

An academic in Psychology of School Learning and Digital Technologies

Reference: 38733 / EDUC 006 / 2027

UCLouvain seeks to recruit

A full-time academic position in Psychology of School Learning and Digital Technologies

Main campus: Louvain-la-Neuve

About us

UCLouvain is the leading French-speaking university in Belgium and is also widely recognised internationally. Founded in the heart of Europe in 1425, the university brings together 40,000 students and 6,000 staff members on nine campuses in Brussels and Wallonia. Research and education activities are organised in 20 faculties, 23 research institutes, 5 learning centres and 18 libraries. UCLouvain also has two university hospitals.

UCLouvain is a major player in the transition to a sustainable society. The challenges of the ecological crisis are integrated into courses and the university develops numerous local projects (such as a university farm and sustainable campuses). As a digital university, UCLouvain is involved in open science and education, and trains academics in innovative teaching practices through its Louvain Learning Lab. Thanks to two science parks, the university’s research benefits from interaction with 250 companies and 3 incubators, which is fuelled further by being at the centre of a region driven by technological innovation.

UCLouvain has a strong tradition of international collaboration in both teaching and research. These partnerships take shape through numerous exchange agreements, its firm commitment to the European alliance Circle U. and the network The Guild, as well as the welcoming of a large community of international researchers, supported by the Louvain Welcome Desk.

Post description

Within the Faculty of Educational Sciences (EDUC) and the Psychological Sciences Research Institute (IPSY), Social Sciences and Humanities Sector, this position will include the following teaching, research and community service duties:

You will teach mainly in the field of initial teacher education, within the various degree programs (co)managed by the Faculty, and in particular within the Bachelor’s and Master’s programs in teaching for Sections 1, 2, and 3, as well as the Master’s programs for Section 4 & 5, or in educational sciences.

Sections 1, 2, and 3 are those that train teachers to teach, respectively, from entry into preschool through second grade, from third grade of preschool through sixth grade, and from fifth grade through the third year of secondary school, in accordance with the guidelines of the decree defining initial teacher training dated February 7, 2019.

You will also teach one course in the master’s program in teaching for Section 4 & 5, in developmental and learning psychology and/or a course with similar content in the Masters of Educational sciences (FOPA), an adult education program. You will also be expected to supervise Master’s theses.

You will collaborate with stakeholders in the school system and professional circles within compulsory education.

The teaching load is largely carried out at teacher training colleges, in French, and may involve evening and Saturday classes. In this context, instruction will focus primarily on educational sciences and the psychology of learning.

You will also provide more specialized university-level instruction, in both initial and continuing education, on the cognitive aspects of learning, particularly as they relate to digital technologies.

You will develop your research activities, including the lead of research programmes in the field of psychology of learning in preschool, elementary, and/or secondary education. Your research will contribute actively to the advancement of this field at both national and international levels, engaging with contemporary transformations in education systems.

This research will aim to deepen our understanding of the contribution of cognitive processes to learning, particularly in relation to digital tools. More specifically, the research program associated with this position should inform scholarly discourse and lead to advances in areas such as: cognitive processes specifically engaged in digital learning environments, for exemple, regarding memorization, informational and/or cognitive overload, attentional processes, and information processing across multiple formats; the development of a critical and reflective stance toward digital tools among learners and educators; and the effects of the digital divide on learning.

You will be responsible for the supervision of PhD theses.

Once tenured, you will carry out various service activities and responsibilities within the institution, such as being a member of a programme committee or examination c