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Recap of the 51st UPLEGESS Congress in Bordeaux
An interdisciplinary gathering to rethink language and skills education in top higher education institutions.
From June 18 to 20, 2025, the Institut d’Optique d’Aquitaine in Bordeaux hosted the 51st UPLEGESS Congress (Union of Foreign Language Teachers in Engineering Schools and Scientific Higher Education Institutions). This year’s theme was: “Sciences through the lens of the arts: a humanistic perspective on language and culture education for future engineers and managers.”
The congress brought together over 130 teachers, researchers, and professionals for an interdisciplinary reflection on how languages, arts, and sciences can enrich one another in engineering and management education. The goal: to promote a more human, sensitive, and responsible pedagogy, aligned with today’s societal challenges.
Celestina CARDOZ and Emilie GIRET presented on the theme: ETS and Applied Research – Innovating for Tomorrow’s Skills. We had the opportunity to speak about our Research Institute, a center dedicated to innovation in educational measurement and assessment. It plays a key role in developing new methodologies to ensure more equitable, valid, and learner-centered assessments.
We also discussed our long-standing partnership with the OECD, for whom we administer tests, notably PISA, which assesses the reading, science, and math skills of 15-year-olds worldwide.
Another aspect of our work is our collaboration with the Carnegie Foundation and the Gates Foundation, two key players in educational research in the U.S. Together, we are exploring a new vision of assessment focused on essential skills such as critical thinking, communication, and problem-solving.
Thanks to its specialized research centers, the institute explores advances in digital assessment, artificial intelligence, and education policy. Its mission is to improve the quality and equity of education on a global scale. Below are some of the studies and reports we analyzed during our workshop:
Responsible AI for Measurement and Learning Principles and Practices
Writing Skills in the age of AI
We also held a second conference titled “Language Teaching as Intercultural Mediation.” During this session, Celestina focused on Michael Byram’s theory of intercultural competence, which emphasizes an individual’s ability to interact effectively and appropriately with people from other cultures. This competence is built on five components: knowledge, attitudes, interpreting/relating, discovery/interaction, and critical cultural awareness.
In the context of language teaching as intercultural mediation, Celestina explained how this approach enables learners not only to acquire a foreign language but also to develop a critical awareness of cultural values, practices, and perspectives. We also explored how language learning plays a key role in shaping or deconstructing cultural and historical representations. It encourages learners to challenge stereotypes, revisit dominant narratives, and develop a more open and critical view of other cultures.
The 5 Pillars of Michael Byram’s Theory of Intercultural Competence
- Knowledge – Understanding cultures, societies, institutions, values, and ways of life.
Examples: knowing that social norms vary; understanding differences in politeness. - Attitudes – Curiosity, open-mindedness, tolerance, and respect for differences.
Being able to suspend judgment and see things from another’s perspective. - Interpreting/Relating – The ability to interpret a foreign cultural document, compare it with one’s own culture, and make meaning from it.
Examples: comparing national holidays or social rituals. - Discovery/Interaction – Knowing how to learn new cultural practices, ask the right questions, and interact in unfamiliar contexts.
Examples: adapting during an international exchange, asking about the meaning of a custom. - Critical Cultural Awareness – The ability to reflect critically on one’s own culture and others’, and to take a stand on cultural or ethical issues.
Examples: respectfully discussing the role of women in different cultures.
Among the many other initiatives presented, several European projects illustrated the momentum of international cooperation led by institutions. For instance, teachers from INSA Lyon shared an Erasmus+-supported project focused on European cultural capitals, promoting hybrid mobility and immersive experiences.
Other institutions also showcased original initiatives. At the Institut d’Optique Graduate School, an immersive week dedicated to cultural diversity allowed students to engage with international PhD students, discover literary and visual works from around the world, and participate in visits and lectures about Europe and interculturality. These experiences resulted in artistic and reflective outputs, demonstrating the students’ engagement with the themes.
De Vinci Higher Education presented an inspiring audiovisual project using video as a pedagogical tool: filmed debates, video résumés, and information analysis sequences helped strengthen English speaking skills while fostering critical thinking and intercultural competence.
We were delighted to welcome you to our booth, to exchange ideas, and to see you actively participating in our workshops and discussions. Once again, this congress showcased the vitality and creativity of the UPLEGESS community—committed to innovative, inclusive pedagogy with a strong international outlook.