Émilie Remond

Émilie Remond is a researcher specializing in digital education technologies and distance learning at the Techné laboratory within INSPÉ (Institut National Supérieur du Professorat et de l'Éducation) at the University of Poitiers. Her work focuses on analyzing discourses surrounding digital teaching devices, with particular attention to open universities in Asia, English-speaking Africa, and Europe.

Her research interests include:

• Digital transitions in educational systems
• MOOCs and digital platforms in education
• Open universities and distance learning evolution
• Digital inclusion and educational technology in developing countries
• Representations of digital devices for learning

Through her comprehensive approach to digital transitions, Dr. Remond examines how open universities are redefining themselves in the digital age, analyzing both institutional discourses and field actors' perspectives. Her research reveals the complex interplay between local contexts and global digital trends in education.

Dr. Remond's recent publications demonstrate a strong focus on digital well-being, educational inclusion through technology, and the regulation of artificial intelligence in educational settings. Her work shows a clear trajectory from examining specific digital tools like serious games to broader systemic analyses of digital transformation in global educational contexts.

Her scientific contributions include:

• Analysis of digital stress and well-being in educational contexts
• Studies on migration and digital inclusion in education
• Research on AI regulation in educational settings
• Investigations of open universities in Asian contexts
• Examinations of digital education development in Africa

Internationally engaged, Dr. Remond serves on the scientific committee for the UNESCO chair "Pratiques émergentes des technologies et communication pour le développement" and is a member of the editorial board for the Pakistan Journal of Distance and Online Learning, demonstrating her commitment to global educational research collaboration.