Digital and scientific culture

"True science teaches, above all, to doubt and to be ignorant"

Miguel de Unamuno


Scientific culture is at the heart of the efim project pedagogy. It allows the exercise of critical thinking through a so-called experimental approach. The pupil learns to question dogmatic assertions and to give himself the means to compare contradictory information. He becomes an actor in society because scientific culture is also education for citizenship.


The digital culture revisits our traditions with a more agile approach. It reconsiders the issues from the angle of new methodologies and new codes, including the Design Thinking where empathy, ideation and prototyping are the preferred approaches to understand the issues and define solutions.

The digital culture favors trial and error, reiteration, group thinking, decision making and quick action. It is deeply collaborative, borderless, adaptive and marked by instantaneity.

Our project pedagogy uses new digital technologies and the new approaches that result from them in order to offer children the key skills to position themselves as enlightened and agile actors in their future world.


Technologies, including digital technology, are widely integrated into our teaching methods and used to the extent that they make it possible to address the teaching objectives.

We favor the approach “Potentiating technology” (technology-enabled) capable of redefining learning opportunities rather than enclaving “technology-driven” technology.


  • In cycle 1, we made the choice to use digital sparingly (we follow Serge Tisseron's recommendations) because we favor fundamental learning at this point in the child's development.
  • From CE1, primary classes have a latest-generation interactive screen to learn how to handle technology in the context of educational objectives (searching for, decoding and organizing information) and relational (learning to work in collaborative mode in within the framework of a pedagogy of project).
  • Cross-disciplinary projects associating science with other subjects (math, history, writing, drawing, etc.) and skills (observation, cooperation, sensorimotor, etc.) which favor experiential pedagogy: for example archeology in cycles 2 and 3, l study of plants and observation of nature from cycle 1.
  • In all cycles, we give a large place to project pedagogy and make children aware of agile approaches.