In French-speaking Belgium, educational initiatives are part of an evolution in teaching that aims to integrate a digital culture in order, in particular, to prepare students for the "digital world" that surrounds them and in which digital is set to play an increasing role. To encourage and support these initiatives, impulse funding is increasingly aimed at equipping schools and extracurricular establishments that are aware of the importance of digital education. The political stakes are at once social, societal and economic, with the prospects of digital deployment affecting all sectors of society (education, media, health, industry, administration, etc.)

However, the issues and areas related to digital education go far beyond equipping schools with IT. What do "digital" and "digital culture" mean? What are their objectives? What are the challenges of digital technologies? Which subjects should be taught at school, and how should they be approached? How can education take advantage of a digital media environment to provide a digital education?

The Digital Education Chair tackles these questions by bringing together disciplines traditionally dedicated to education and digital technologies. In particular, it seeks to cross concepts, skills frameworks and approaches to computer literacy, digital media literacy and digitally-assisted education. Through various projects, its aim is to develop conceptual frameworks and methodologies that support the design of educational activities using digital technologies and media.

• Collard, A.-S., Grandjean, N., Haineaux, E., & Henry, J. (2020). Gender in digital education. The evolution of digital and technological issues of media education today and how they are influenced by gender issues. Study day Betternet Lab: Moving away from sluts \& macho's online, Brussels, 23rd January 2020.
• Collard, A.-S., Henry, J., Hernalesteen, A., & Frenay, B. (2020). Educ0Num research chair: Interdisciplinary approach to artificial intelligence education. In Dossier IA & Éducation, Association française pour l'intelligence artificielle (AfIA), Bulletin n° 108, June 2020.
• Collard, A.-S., & Jacques, J. (2017). Teaching robotics to develop learners' critical skills, presented at the 4th International Colloquium in Education, Montreal, 18- 19/05/17.
• Delforge, C., Meurice, A., & Van de Vyver, J. (2019). Le numérique en classe en 2 temps 3 mouvements -- Evaluation d'un scénario de formation continuée, in: Alsic. Apprentissage des Langues et Systèmes d'Information et de Communication, Vol. 22, n° 1, Article Vol. 22, n° 1.
• Dumas, B., Frenay, B., Henry, J., Smal, A., Collard, A.-S., & Hernalesteen, A. (2018). AI in a Nutshell: Three Hands-on Activities for Teenagers, presented at ACM Interaction Design and Children (IDC) Conference, Trondheim, Norway, 19-22/06/18.
• Henry, J., Boraita, F., & A.-S. Collard (2020). Developing a Critical Robot Literacy for Young People from Conceptual Metaphors Analysis. Proceedings of Frontiers in Education 2020, Uppsala (Sweden), 21-24th, October 2020.
• Henry, J., & Boraita, F. (2020). L'informatique expliquée aux enseignants, Editions Politeia, Bruxelles (to appear).
• Henry, J., & Dumas, B. (2018). Perceptions of computer science among children after a hands-on activity: A pilot study. In 2018 IEEE Global Engineering Education Conference (EDUCON) (pp. 1811-1817). IEEE.
• Henry J., & Dumas, B. (2019). Towards the Identification of Profiles based on the Understanding of Programming Concepts: the Case of the Variable. In 2019 IEEE Frontiers in Education Conference (FIE) (pp. 1-8). IEEE.
• Henry, J., Hernalesteen, A., & Collard, A.-S. (2020). An Interdisciplinary and Collaborative Design Model for AI Literacy Activities. Workshop 7: Creating Opportunities for Children's Critical Reflections on AI, Robotics and Other Intelligent Technologies - IDC 2020.
• Henry, J., Hernalesteen, A., Dumas, B. & Collard, A-S. (2018). What does it mean to educate digitally? Pour une approche interdisciplinaire, in De 0 à 1 ou l'heure de l'informatique à l'école: Actes du colloque Didapro 7 - DidaSTIC. Peter lang, 61--82
• Jacques, J., & Collard, A.-S. (eds.) (2019). Digital media literacy in teamwork and distance work: competences, discourse and organizational design. Namur: Presses Universitaires de Namur.
• Jacques, J., Grosman, J., Collard, A.-S., Ho, Y., Kim, A. & Jeong, H-S. (2020). In the Shoes of an Algorithm: A Media Education Game to Address Issues Related to Recommendation Algorithms, The Journal of Education, 3(1), p.37-62.
• Jacques, J., Grosman, J., & Collard, A.-S. (2018). Recommendation Algorithms in Digital Media: Identifying Issues for Media Education through Game-Based Focus Groups, presented at Media Education Summit, Hong-Kong, 01-02/11/18.
• Libert C., Vanhoof W. (2017). Survey of Software Visualization Systems to Teach Message-Passing Concurrency in Secondary School. Highlights of Practical Applications of Cyber-Physical Multi-Agent Systems, pp. 386-397. In Communications in Computer and Information Science (Springer). 2017
• Yernaux G., Vanhoof W., Schumacher L. (2020). Moulinog: A Generator of Random Student Assignments Written in Prolog. Principles and Practice of Declarative Programming 2020, ACM Press.

• Bruxelles numérique, project funded by Perspectives Bruxelles / Région Bruxelles-Capitale, 01/01/2020 - 31/10/2020
• LITME@WORK ``Digital and media literacy in collaborative and remote work environments'', BELSPO project, 15/12/2014 - 15/09/2019
• Pacte d'excellence numérique, project funded by the Fédération Wallonie-Bruxelles, 01/12/2016 - 31/08/2021