The role of innovation as a source and driver of development was first established in the field of entrepreneurship through the work of Schumpeter (1965). The concept has since evolved to cover a wide range of fields, including education. All innovation is a process that should bring about "change for the better", and produce "added value". It could relate to different dimensions of education: values, tools, and practices. Research shows that there has been a succession of innovations in teaching practices, the fruit of research in education and subject didactics, the evolution of learning theories, and the contributions of educational technology. Over the years, decision-makers in various nations have drawn inspiration from them to build their own vision of education, which, however, often fails to reflect reality. This scientific symposium would be an opportunity to exchange ideas and rethink problematic situations identified over time (those linked to gender, teacher training, succession policy, curriculum structuring, the COVID-19 pandemic, for example), in order to give researchers the opportunity to propose innovations in the management and structuring of educational systems, innovations in educational technology and teaching practices.

Despite the innovations advocated, the reality does not always live up to expectations. These contrasts deserve to be reflected on and analyzed, so that research can help provide some answers, taking into account both macro factors (linked to state policies), meso factors (linked to implementation by ministerial decision-makers), and micro factors (leading to pedagogical and didactic transformations in teaching and learning).