Education: schools, universities, students

A physics-chemistry teacher from Aix-en-Provence generates exercises at different levels, quizzes and revision podcasts with Gemini and NotebookLM.

A master's student in Nanterre tells how he caught up with a week of revisions by making AI a training partner, starting from his own courses.

NEOMA has developed NEMO, a catbot that answers students' questions, alongside employability and access to Le Chat for the entire school community.

In 2025, NEOMA signed a partnership with Mistral AI that opens Le Chat to students, teachers and staff; In June 2026, the school confirmed that the whole community benefited.

LEESEG deploys In addition, a teacher's IA davatars tool: after a test in April 2025 on a Master's cycle, access was extended to students in the 2nd year of the Grand School Programme, with the goal of more than 5,000 students.

Audencia announced the launch of AudencIA, a chatbot accessible from June 2026 via the Tomorrow app, to answer questions of tuition, mobility or campus life, up to 10,000 users.

EURECOM has developed EULER, a distinguished educational chatbot at the AI Action Summit 2025: the tool aims at a socratic dialogue to make the student reason, instead of a simple question and answer.

The CHU de Québec–Université Laval has deployed, in Lime, an AI that synthesizes the PREMs comments: granting to the institution, 48% of managers then took concrete action and 70% feel comfortable sharing these returns.

At ESCP, Professor Vitor Lima designed "The Future of Gotham": Students interact with a Bruce Wayne TPM (Batman) to solve complex marketing issues as part of the ChatGPT Edu deployment.

Sandrine Macé, professor at ESCP, uses ChatGPT Edu to test statistical models and clarify technical concepts, with more autonomy on their data.

Ophélie Tambuzzo (communication INSA Lyon) describes a Wikit chatbot on joinerinsalyon.com: registration questions, access, conferences; fewer emails and calls on February 3, day discovered.

The teacher Mickaël Bertrand plans, with his account, the synthesis ChatGPT of the course that has just ended, then compares it with his second students: relevant or not, instructions respected or not.

At Jules Ferry College in Villeneuve-Saint-Georges, teacher Antoine Cavelier and his mathematical colleague Sonia Nagoudi compare the 3rd with a ChatGPT response on the 1944 Disembarkation with a map, film and historian decryption, to detect plausible but false information.

Dorothée Lefebvre, an English teacher in preparatory classes, is one of the teachers who submit a specific application to ChatGPT or Claude and have a text base in a few minutes, where to find the right text took him an hour; She remains judge of the result.

Alix de Loriol, a teacher in higher schools, prepares his courses faster with ChatGPT (moved according to the objectives) and refines the statements with Claude, looking for homework that theIA cannot perform in place of the students.

Béatrice Rémy, a high school documentalist teacher, builds evaluation questionnaires with the AI ("super intern", always to be taken over) and trusts Perplexity for sources; in geopolitics, she asks the same question to three AIs to show that the answers diverge.

Fanny Couturier, a French teacher at Leonardo da Vinci College in Belfort, asked ChatGPT to decline a 4th order (cont'd by "La Parure") according to three levels of difficulty, then add support resources.

Thibaud Hayette, a literary teacher at the Renon College in Vonnas (Ain), uses ChatGPT, Claude, Gemini and Perplexity as assistants to conduct courses, research texts, design exercises and evaluations.

The same teacher noted by ChatGPT seven anonymous copies of DNB 2024, transcribed via NotebookLM (Gemini), with the endorsement of the Lyon rectorate: less than 10 seconds for questions, up to 9 points apart, the AI more generous and influenceable.

Arthur Allain, French teacher at the Lp2i in Poitiers, project ChatGPT in class: students write the quick essays (subjects, plan, paragraphs) and correct the machine; It also shows them that the AI invents citations of works.

Marie-France Gaillard, a teacher at the Lycée Follereau in Belfort, made her students pose a grammatical analysis at ChatGPT, and then discuss the mistakes to build an exact knowledge — an use designed for teachers of letters.

The teacher Mickaël Bertrand, at the Charles de Gaulle International High School in Dijon, proposes to volunteer students to make essayation plans with a general AI, then pilot a 6-hour exploration course for the 12 second classes.

Mélanie Fenaert, a SVT and SNT teacher at Blaise Pascal High School in Orsay, generates quizzes and flashcards with QuizWizard, and a series of H5P exercises (interactive video, glossary, crosswords) in a few minutes with Nolej, starting with a PDF or video — uses designed for teachers.

Stéphane Agniel, a teacher at the Montpellier Academy, created a "climatesceptic" chatbot to train his students to argue, and another, by and for the 5th, which gives information about a seismic event, without leaving the theme.

Alexandra Zonabend, a French teacher at the Georges Brassens high school in Paris, fed a HuggingChat bot with interviews INA by Nathalie Sarraute, created a myplato.ai quiz, and generated by the students portraits (Illuminovel) and directed (Haaluo) by H1 and H2.

David Plumel, a college-based technology teacher, uses ChatGPT to prepare his courses and writings, and has him tested by the students: build the plan of a presentation rather than write it, then "hack" the model to show the limits.

Gaelle Pouliquen-Samson, a French teacher, had her senior students write sonnets Professional high school baccalaureate Félix Le Dantec in Lannion with the AI Poem generator, then analyze hallucinations and prompts — an use designed for pro high school teachers.

Theodore Carloux, a French teacher, has glued the poems of his students from 5th of the Collège Toulouse-Lautrec in Toulouse in Vittasciences.fr to generate images, then to spot gaps, inventions and homonymies — an use designed for college teachers.

Claire Ridel, professor at Henri Matisse College in Grand-Couronne, tested four IAGs to write instructions, lexical banks, primers and assessment grids written autobiographically in 3rd — an usage designed for teachers of letters.

Nadège Le-Nir, a teacher of SEGPA and principal teacher of a four (16–17 students) in a college in the Eure, produced a first draft of appreciations by the AI (SEGPA context, tone, length) and then reworked it — an used designed for teachers.

Grégory Michnik, SVT teacher at the Scheldt High School in Valenciennes, designed Doctor Maison for his second students: an AI animates the characters of a biology survey, acts as a parametric tutor, and does not have the right to disclose the answer — an usage designed for teachers.

Thibaud Hayette, a teacher at the Renon College in Vonnas (Ain), had a new version written in pairs, in the third, of at least 1,500 words in five hours, helped by Didakbot3 set to never write in their place — an usage thought for teachers and students.

Sabrina Champagne Taochy, in La Réunion, had her students turn an experiment from Manon Lescaut into a theoretical text, then briefped among the copies a version requested from

Laurent Villemonteix, a letter teacher and academic trainer, describes his actions: preparation of assisted sequence (canevas, differentiation), design of evaluations, help with correction, and writing of bulletins — a purpose designed for teachers and students.

Christèle Proisy, a letter teacher at the Claude high school in France (Romantin-Lanthenay), created a chatbot on 1 course1bot: about fifteen second-level students dialogue 40 minutes to determine the realism of Father Goriot; The evaluation focuses on the process and questions, not the copy of the AI.

Paul Fermon, a history-geography teacher at the Raynouard High School (Nice Academy), taught Nao the content of his YouTube channel, then had quizzes and oral geopolitical (War and Peace) pose: the students held the two-hour session.

Ophélie Gibert, teacher of letters, descriptions the fact sheet 28 of her guide (Belin Éducation, with Cécile Cathelin): the AI offers the frame, links the puzzles and signals the holes; The teacher keeps the

Lydie Fachan, a French teacher at the Collège Voltaire (Tarbes), has carried out a critical project throughout the year: the 4th distinguish in the picture a generated image (the pope in Balenciaga doudo) of a real photograph, in a framework of media education.

Ludovic Chevassus, a high school teacher at SNT, had two classes work on the alternative chronicles contest: image with Magic Media (Canva Education), upstream research with ChatGPT, text refined by some students.

Manao, 17, a senior STMG student at the Lycée de Saint-Pol-de-Léon (Finistère), uses It can generate a homework, but "I don't fully trust it, so I rework my copy with my manual."

Patrick Amiel says his 12-year-old daughter asks him every day for exercises on misunderstood notions (languages, science, math). ChatGPT does not do homework: the account is shared, the parent supervises; It performs "about 30 additional exercises" per day.

Maxime, a master of law student at Reims University, uses ChatGPT for his review sheets: "My courses are about 100 pages each. I manage to divide them by four rapidement. He said that we need clearer instructions, if not the tool "synthesis too".

Cassandre, 18, a theatre student in Besançon after a course in mathematics, used ChatGPT to "gravate" his work and popularize complex notions: "I tell him I don't understand something, I direct it well, I target my research well. »

Maimouna, 15, a high school student in Paris, reworked with ChatGPT: "Artificial intelligence helps to make synthesises rapides". She knows that the information "is not always truthful" and that she " often chooses precision efficiency".

Tom, 19, a theatre student in Besançon, uses Claude "every day", especially for research: "We don't know where to look and IA find you that rapidement" — texts by ancient authors, people from centuries ago. He checks: some information is "completely false".

Vincent, a student of Reims at the end of the French patent test, made "most of the time" his own records: "But when I don't understand something, I look at it. It can help with the review sheets. »

Maëlys Salmagne, a graduate of a pro-aesthetic-cosmetic-smoothing baccalaureate at the IBCBS in Chartres, uses Gabrielle, the institution's internal assistant: "I may take more time than another. So we can take notes, we can catch up at home. It's really a help. »

Lina Carin, a high school student at the IBCBS de Chartres, revised with Gabrielle after the class: "We do syntheses with the teacher and we have the opportunity to see them again at home afterwards to review. So I go back to her home when I want to learn the course. »

Lola, a first-year student in Paris, relies on AI for her studies: "I knew ChatGPT, I discovered ChatPDF to analyze and synthesize documents, but especially Juriv »

Linda, in the first year of her thesis, took possession of "IA general public" such as Perplexity, Claude or Gemini: in-depth research, "get the first draft of a synthesis on an article", better understand technical concepts, or "automatize" parts of her work.

Elouan, 15, a second student at Marguerite-de-Valois High School in Angoulême, uses "But you have to know the limits and not think that with that. »

Keylian Bonneau, 17, senior at Marguerite-de-Valois high school in Angoulême: "When I do not understand a race, I ask When the teacher is not up to date, it works very well. But it's not worth a teacher! »

Charlotte, in L2 economy at the University of Caen, gives ChatGPT "the book I read and the page where I found the quote and the author": the tool "makes her the biblio to standards". A task that took him 15 to 20 minutes passed under two minutes.

Mathilde, 28, a student in Caen, uses ChatGPT "almost every day": "It serves me a lot to correct spelling and syntax in homework, including my memory. She refuses to let the AI do the job in her place: "It can be seen in her way of writing. »

Lisa, a second student at Compassion High School in Marmande, treats ChatGPT "instead of [comme] a search engine": "I often ask him for his sources because he happens to say anything and then I sort it out. It was used for a debate in moral and civic education.

Angela, a senior STMG at Jacques Prévert High School in Savenay, uses ChatGPT two to three times a month for important duties: she asks her answers to compare with her work. "I don't change, I just want to check. »

Annah, a high school student, has a hearing memory: she asks a generative AI "to transform my courses into video to have an audio and visual support accessible at all times". "The AI came as a tool to relieve pressure without removing it. »

Maëlle, a 17-year-old high school student, uses the AI to review: "It helps me understand but I feel like I don't get my brain to work. He's someone who thinks for me. »

Leo, a third-year student in Lille, said: "Of course he is used for our studies. This allows for one-time help in searching, spelling corrections. But it's not cheating. »

Irene appealed to Perplexity during her research in psychology, supported in July 2026: she "had the impression of doing a double search". Having "tested" and "approved" the tool allowed him to talk about it with his thesis director and to define a "true framework". "It is necessary to be very disciplined in the use that one makes of it, in what one delegates to it. »

Anna, 16 years old, a Parisian high school first, prepares the French oral with Claude: "Here I ask Claude to rework the comment we made with the teacher in the high school. As it is not very clear, I explain to the AI that I want something simpler while respecting the time allotted. And sometimes I ask him to ask me questions like an examiner would. »

Kelly, a third student, asked AI to "translate words from English and summarize French texts". In front of Thomas Mann College (Paris 13th), other comrades from 3rd (Elyes, Liam, Fares) first asked for answers to the exercises — out of title.

Sacha, a third-grade student, uses ChatGPT to reformulate her presentations: "For internship orals, I sent her my text asking her to rewrite it in a more sustained French. »

Lila, a high school student near Lyon, prepares the baccalaureate of English and Spanish with ChatGPT: "He prepared a comprehensive learning plan to improve my oral and written expression. »

Lea, a student, learns Russian in self-taught with the AI: "I ask him to develop notions, to create quizzes, texts with holes... As I move on, I will tell him what I have already revised and what I still need to work on. "She managed to customize her so that she wouldn't work for me, but with me."

Lina and Tahline, students at the Collège Notre-Dame de la Gare, alternated Google for »

Chloë, PhD student in mathematics applied in Grenoble, uses Codex as an "auditor": "As soon as I have an error in my code, whether I do not understand or want to optimize it to go faster, I use theIA. »

Gabin, a senior in Laval, prepares his great oral with ChatGPT on a touch screen: "I am very polite, so I always write, hello Chat GPT. Then: "Can you make me a plan for a great oral of SES from the terminal? The tool returns a detailed plan.

Pablo, a senior in Laval, prepares his great oral mathematics with ChatGPT: "I gave him a lot of information. He helped me write, synthesize and on that, he's very, very good. He had the mathematical tool in mind, not the example: "he gave him the example of the Tower of Terror in Disneyland for a free fall. »

Gaëlle, 18, a high school student in Laval, uses ChatGPT mainly for the great oral: "I rely on documents on the Internet. Except sometimes it's a bit pointy and to verify my sources, I ask Chat GPT questions. "It's not 100% reliable. »

Alexis, 24, a master's student in Madrid, replaced the teachers' e-mails with ChatGPT: "Now, rather than sending e-mails to teachers to ask them for details about the course, I'm using the AI. In "Study and Learn" mode, "he'll start by explaining, then ask me questions on the […] page to see if I understand."

Bintou, 16, high school student in Montreuil, reviewed with Gizmo and Flashka five minutes a day: "We take our course in photography and it generates quizzes, hole questions or flashcards. It makes memorizing easier and helps a lot. »

Fouleymata, Bintou's friend, spent the math subjects of previous years in Gemini: "I ask her to ask me questions, I answer them and I directly corrected after. »

Louis, a high school student at the CMA de Pavie (Gers), in the maintenance of agricultural materials, treats the AI as a home teacher: "I ask him for exercises, I do them, I send him back and he corrects me. "It makes me progress. »

Auguste, 17, a senior in Poitiers, mainly reviews the great oral with ChatGPT: the tool "facilitates research: it allows to target and have direct sources. It also helps to popularize more complex concepts. For the jury's questions, "makes me a list of questions and I also ask him for quotations. »

Violette, a high school student, found her kined track on ChatGPT: "On the Internet, I couldn't find information. Even the guidance counselor had not told me about that license. She also asks "the stupid questions": "What was trade? What do we do in international trade? »

Ania, in L2 life and Earth sciences at the University of Bordeaux, revises the QCMs to go on to medicine: "AI, which corrects us the QCMs, can make us others. When we got to college, "Everyone was talking about it: "But didn't look at Chat GPT?"

Kenza, a high school student at the Porte de Normandie High School (Verneuil d'Avre et d'Iton), sliced: "Especially when I don't understand a race. I'm trying to explain again. In his class, "three quarters" do the same.

Gabrielle, a 14-and-a-half-year-old student in Pleneuf-Val-André, dictated to ChatGPT his notes of the white patent: "Just after the results of the last white patent, I helped ChatGPT build a daily review program to work on my weak points as a priority. »

Nil, 17, in his senior year in Essonne, "used ChatGPT" for "Courseup": "I have given a lot of thought to the content of the letter and each paragraph, before submitting everything to artificial intelligence. It gave me a model, which I adapt for each of my wishes. »

Geliora, 14, a student in Strasbourg, first let the AI do in his place; his average fell. "This year I decided to take it differently. I work for myself and use AI as an aid. With Gabriela, she serves for flashcards and small questions, not for duty to render.

Cédric Cano, 23, in M1 at the University of Avignon, revises as follows: "I take a screenshot of my course notes taken on my computer, and I ask the AI, either ChatGPT, or Gemini, to explain this or that notion that is not clear to me. I also ask him to prepare revision quizzes. »

Clara, a junior high school student in Lower Rhine, is used for the essay: "You ask her to write a plan, intro and conclusion, and you will only have to reformulate, rework the structure and write the inside of the essay." A two-hour essay, she says, can go up to half an hour.

Philippe Julien, professor of physics and chemistry at the Lycée Napoléon (L Students can go through Wooflash: a course becomes plug, QCM or question set. Copy the answer, no; "Asking why it's this answer and not another one is interesting. »

London South Bank University has launched an assistant in seven weeks, linked to its application management tool, just before the peak admission period.

Knowunity, a learning platform demanding more than 13 million users, offers a daily AI companion who adapts its tone to students and practices socratic questioning.

Paul, a film student, organized a week in Brazil with his mother: "I gave him information, such as the place of departure, the fact that we would be transported, and asked him to offer me a cool road-trip, focused on fun and stuffy by avoiding, for example, visits to museums. He had asked ChatGPT to be "a local guide."

Célia, 18, in Mulhouse's senior general, SES and English specialties, sends a photo of her notes to ChatGPT to make it a record, especially in history-geo: "I've lost too many pages, I've lost it. ChatGPT summarizes everything in two columns. »

Ayman, candidate for the baccalaureate in front of a high school in Mulhouse, bounds the tool to the philo: "ChatGTP, it passes to find relevant quotations, theme by theme or notion by notion, but that's all. »

Aurélie, in first general at the Lycée Notre-Dame-du-Château (Monistrol-sur-Loire), used for homework: "It allows us to clarify points from the lesson that we did not understand, to have a simpler information. »

Adham, 15, schooled at Montesquieu d'Herblay-sur-Seine High School, contacted the press during a blockade: "I asked ChatGPT or Gemini to find the email addresses of the media I wanted to contact. This allowed me to touch rapidement 5 or 6 editors and the MP for my constituency. »

Clara, a second student at Charles-de-Gaulle International High School (Dijon), learned to ask for the tool to accompany, not to do in her place: "We talk to her about our course, we ask her to interact with us through questions, through a multiple choice questionnaire. »

Maeva Stankus, a fourth student at Doctor-Kuhn College in Viteaux, says she uses ChatGPT from time to time: "Sometimes, I use ChatGPT for reviews like evaluations. »

Sergey, a student of the Aristide-Briand high school in Saint-Nazaire, opened ChatGPT after leaving philosophy: "I sent the order and my plan to ChatGPT, he said I should have at least 10. »

Onur, driver-entrepreneur in the Walls, questioned ChatGPT in the plane towards a wedding: "It was ChatGPT who told me how to do it. […] he replied that there was a small door to become a pilot without going through a classic and ultra-selective school like the ENAC. He then enrolled in the Roger-Janin Aeroclub.

Jonathan Guyot, SVT teacher at Rémi-Belleau High School in Nogent-le-Rotrou, uses Never to create interro, though, because that wouldn't be my style. »

Laurent Zimmermann, a history-geography teacher at the Collège Jean-Macé in Mulhouse, first searched for the origin of a skyscraper photo with Google Lens, then: "With the help of ChatGPT, they then try to identify these towers and their location. »

Ségolène Paris-Lefel, professor at the Collège Julien-Lambot de Trignac, set up a "scientific climate expert" chatbot in Mizou. The 5th ask questions, write a paragraph and then "submit their assessment to the bot to find ways of improving their writing."

Sonia Fraichot, at René-Perrot College (Doubs), set Mizou: "You take on the role of Anne Frank. The 3rd ask questions via a QR code. "This event generated real enthusiasm from students. »

Melody Brucolleri, professor-documentalist at Salon-de-Provence, had the internship letters written with Mizou. "Over one hour of classes, more than half of the 24 students had started writing the letter, with the proposed structure. The next hour: "Stay on the corrections and further customize the letter. »

Élodie Lahaye, at Balzac College in Azay-le-Rideau, set Mizou: the third educate with Antigone "to try to convince her not to bury Polynice". "The analysis of the exchanges seems to me to be the most important part because it allowed to show the flaws of this chatbot that unlike the students did not read the play. »

Cécile The Knight, IAN Letters to the Academy of Versailles, submitted the scene of Elvire to Copilot for his second students: six monologues, "each corresponding to different attitudes of Dom Juan". In year 2, out of 33 copies, 25 are based on these proposals — much clearer than a year earlier.

Romain Bourdel-Chapuzot, professor of physics and chemistry at Gisèle Halimi College (Aix-en-Provence), integrated NotebookLM in class: "The students have a podcast that addresses directly to them, for the 4th of Gisèle Halimi College. It creates a form of membership, without asking the teacher for additional preparation time. »

Alexandre Saubion, a SVT teacher at the Paris Academy, proposes to his colleagues to generate two-voice podcasts with NotebookLM, from the sources of the course, for the students to train.

Ms Arzalier, a plastic arts teacher at the Jean Monnet High School (Montpellier), has deposited her course in NotebookLM: a 13-minute podcast, two votes, on the report to the real. She then cut him off in Audacity, and then made it available to students to review the baccalaureate.

Sylvain Godmé, a math teacher at the college, submits in NotebookLM the documents already used in class — 14 sources for the concept of function in 3rd. "The generation of audio summaries takes 5 minutes. It makes the file available to students at the end of chapitre.

Anne Petit, a documentalist professor at Édouard Belin High School, filed a corpus in NotebookLM and requested a QCM. "IAG has been able to identify key information and propose relevant questions. A real saving of time in the preparatory phase. »

Sandrine Hecketsweiler, a teacher at the Lycée Saint-André de Colmar, submits her synthesises of management-finance courses in NotebookLM. The tool generics review sheets, quiz, video summaries, mind maps and podcast, for STMG terminals, from the only sources provided.

Marie- The tool formulates flashcard-type questions, used in class and put on Moodle for students to ask each other.

Mohea Wohler, a professor of schools in French Polynesia, used ChatGPT (paying version, quick gridded) to help her students in CE1 produce writing. "The production of writing is a challenge and I saw in AI a tool with great potential to help students produce. Students did not have access to any request.

KEDGE Business School deployed about 100 IA assistants for its staff, then a "socratic" version for its students, designed to ask questions and guide rather than produce homework.

Holberton School, a human-sized computer school with campuses in France, automated the tracking of its prospects: call summaries and sentiment analysis in the CRM, and then personalized revivals by OpenAI.

SKEMA Business School has deployed Microsoft 365 Copilot to its teachers and staff and developed an AI tutor: easier to produce management simulations, personalized support for students.

Abel Calmettes, a high school SVT teacher (Créteil Academy), filed the subject of the white DNB and extracts of successful copies in NotebookLM, then generated a video back for his students in third grade.

Lucie Moraine-Brochet, a professor at the Toulouse Academy, asked ChatGPT for an exercise to identify the expansions of the name for her students. No sentence had any relative subordinate: she kept the exercise so that the class would mark the forgotten.

Élodie Soubise, professor of history and geography at the Collège François Villon (Les Ponts-de-Cé), has pasted all his 3rd writing trace in The tool returned to MCQ, then other revision exercises. She kept some for Eléa.

Maud Bellier, a letter teacher, gave Gemini and Mistral the subjects, the scale and copies of students planned for harmonization. The next day, in a meeting, the copy she had between 12 and 14 with the tools came out at 13. She kept the double reading, not the automatic note.

Antoine, a senior student, reviewed mainly with ChatGPT: the tool makes him sheets with a short summary. In mathematics, he sends out his entire course, receives exercises, solves them, and then asks for the corrections.

Amélie, a third-grade student at the college in Clermont-Ferrand, uses ChatGPT to organize her thought, create plans for her French homework, or reformulate mathematical questions. When she understood, she no longer questioned the tool.

Rémi Moreda, a high school teacher Dr. Lacroix (Narbonne), has deposited his documents in NotebookLM to draw a podcast with two voices. He kept an example for him (to train while listening) and an example for his students.

Adélaïde Chorin, a teacher at Jules Ferry College in Montagnac, created an agent Mizou. His 4th grade students had to give him instructions that were accurate enough to get a lyrical sonnet based on Louise Labé's model, and then resume the proposed to draft the final version.

Philippe Wagner, a teacher, has integrated in NotebookLM the PDFs, slideshows and YouTube links of a course he designed. His students ask wanked questions, ask a quiz or listen to a two-voice podcast. He kept the notebook: the tool only relies on these resources.

Elsa Claudin, a 3rd student at the Collège de la Bièvre in Hartzviller, is preparing his oral patent on a work by Simone de Beauvoir. She connects on

Zoe, a 1st student at Marie Curie High School in Tarbes, revised the French baccalaureate the night before, at 10 p.m. She asked ChatGPT to help her and give her some references, because she didn't have one.

Philippe Sallet, professor of history-geography at the college in the Doubs, had his students chat with a Napoleon character created in Character. The distortion between bot patriotism and reality gives substance to the course.

Claire Doz, a French teacher at the Lycée Paul-Valéry in Paris, had her students write a satirical portrait like La Bruyère with Copying the record was 10/20; After four reviews of the prompt, the copies reserved 16/20.

Raphaël Bantigny, a teacher at UniLaSalle Rennes, imported the PDF from his course "Learning to study with AI" in NotebookLM. He kept a 6-minute video capsule, which takes the main lines, even if some parts of the course are missing.

Iloé, a first-grade student at Blaise-Pascal High School in Clermont-Ferrand, sends ChatGPT the lessons too long, especially in French, and makes them synthesises before oral.

Sébastien Abbé, a parent of students at the Lycée Saint-Joseph de Lamballe, tells us that his daughter uses

Bastien Guillotte, a professor of literature at the Collège Anatole France de Nœux-les-Mines, has prepared podcasts for his four-grade students. With Mizou, they refined their questions, structured their comments and tested ideas before registration.

Margaux Fusier proposed to his students from 4th, at the college, to program on Mizou a chatbot able to question them about the times of the sign. They wrote the quick together, then tested the robot before an evaluation.

Laure Savourat, who teaches English to her college students in Seine-et-Marne, created a fictional survey chatbot on Mizou. Each student questions a suspect, is offered reformulations, and receives an individualized comment.

Hanne Poisson, an English teacher at the Galileo High School in Franqueville-Saint-Pierre, had her second-euro students chat with a tour operator created on Mizou. They picked up information and expressions, and then they were used for their saynetes.

Isabelle Burghgraeve, a documentary professor at the Cobergher College in Bergues, had her third-grade students chat with a Mizou catbot from the Unknown Soldier. They sought ideas and then handwritten a 30-line letter.

Gaëlle Hallez has proposed to her students from 3rd, in Spanish, to design on Mizou their own chatbots of conjugation, grammar, vocabulary or culture. They first designed a model, then tested the robot in class.

Marie Dumaine, at the Collège André Malraux de Pontarlier, programmed on Mizou a chatbot for her third. After the corpus and mental map, they train 30 minutes on the complex sentence, and the tool simplifies or complexes according to their success.

Benjamin Aubry, at the Collège André Boulloche de Bart, completed his fourth and third lexical corolla with Mizou. They note the chatbot's suggestions, cross-reference them to the dictionary, and then correct what's wrong.

Audrey Boisson created on Mizou the chatbot Explo After the measurements around the college, each group asks him questions to write the balance sheet of his place of study.

Bruno Boucher, at the Camille Claudel high school in Vaureal, had his first SVT specialty discussed with a Mizou chatbot. They took more time to think than with him, and 93% said the tool had guided them in the strategy.

Nathalie Brégent had her fourth with Mizou chatbots from figures of the Revolution. They asked for facts and structural advice, then wrote a letter by putting itself in the character's skin.

Olivier Benoin, in Landser, taught his seconds to write a quick for Copilot. They observe the answer, modify it, add a format or tone, and see how the tool reacts.

Caroline Hernandez, at Jean Monnet High School in Montrouge, created Convbot, a Mizou chatbot to review conversions of units to CAP. The students saw that he walked on simple conversions, was wrong on the decimals, and accompanied to the answer instead of giving it.

Valentine Lesot, at the Sévigné High School in Tourcoing, first made his classes work on a plan. She evaluates the answers, then pointing to a Mizou Remediation tag, to consolidate a failed skill, without giving the correction at once.

Caroline Pras created a chatbot Mizou "Quiz — the sound parameters" for Cycle 3. Students identify height, duration, intensity and stamp, in class or out of class, via a link or QR code, with the free version.

Bruno Peiffer, at the Koeberlé High School in Séletat, trains his STMG graduates to write prompts. They then serve as a repeater: the tool re-explains a misunderstood notion, at their own pace.

Rachida El-Mrabet, at Norbert Casteret College in Ruelle-sur-Touvre, interviewed a Mizou catbot incarnating Roger Federer by his 6th review. They put down W-Fragen, corrected their pronunciation, and wrote down the news for an oral.

Nadine Wohlgroth, at Montaigne High School, used Mizou with her STMG classes: students review autonomy, ask questions, progress at their own pace. She sees their answers and can intervene.

Nicolas Robert, a teacher at Jacques de Vaucanson High School in Tours, had his students write the course after each TP. They then compare their notions with ChatGPT or Mistral, to see what is missing.

Laurie Anne Latour, a teacher, generated a detailed plan and questions by PearlTrees' AI. His second students then criticized and improved them, before writing.

Ludovic Nedelec, a teacher who became a trainer in Rennes, refused the AI which gave the answer. He asks him questions, step by step, so that the student remains active.

Philippe Briand, a teacher at Pierre and Marie Curie High School in Menton, authorised ChatGPT or Mistral after the course. Students enrich their definition, on one condition: do not copy the generated text.

Nicolas Gaube, a teacher, has his students produce a 4th SVT fake news with theIA, then his debunk on the back. They see the processes before they meet them elsewhere.

Lise Pascal, teacher, opens ChatGPT only after duty. The students stick to their built development: the AI reports the method holes, proposes reformulations, without writing the text in their place.

Alexandre Da Cunha, a teacher at Galileo High School in Vienna, asks ChatGPT for sites from the south to study in SVT. It crosses, spreads what is too far away, and the board of directors accepts the trip.

Driss Kabiri, a teacher at Le Massegu College in Vif, has the students stick their summary of the phalene game in Perplexity. They ask for a balance sheet; he checks the prompt before sending.

Delphine Perraud, a teacher at Les Servizières College in Meyzieu, tests the students' rapids on Vittascience. The class keeps two images and buildings a scale of achievement.

Nadine Bouette, a teacher at the Collège The Ribeyre in Cournon-of The students in the 3rd annotation the draft, then write their detailed plan.

Mickael Laurent, a college teacher, searched for a text on Terror in Compar:IA. Students compare the two answers, apply the ACTIF method, and copy the validated text.

Claire Dupanloup, a college teacher, gives 3rd grade students a Mizou chatbot. The tool asks the questions of the draft before they write; the teacher sees the unfolding of each exchange.

Julien Yenny, a college teacher, asks Perplexity for a 4-level grid for a 3rd built development. The first version requires intro and conclusion outside DNB; He makes her work again.

Xavier Pers-Martel, a teacher at Georges Martelot College in Orbey, wrote a text on 1848 in ChatGPT. He obtained an A2 version for his students from 4th in DNL, followed by an understanding questionnaire.

Sandrine Zwickert, a teacher at Robert Schuman College in Benfeld, ranks her third-grade students with texts on democracy. Two are from ChatGPT; The class discovers it, then writes a better prompt.

Philippe Porté, a teacher at Val de Moder College in La Walck, submissions to The class notes the gaps, then rewrites the prompt.

Ludovic Helbling, a teacher at Bourtzwiller College in Mulhouse, had his third student produce a review card with the AI of their choice. They file the document on Moodle, with the prompts and deviations in the course.

Céline Gitter, a college teacher, made her 3rd request on J They compare ChatGPT's response to their readings, then write a synthesis.

Stéphanie Parmentier, a teacher at Jas de Bouffan College in Aix-en-Provence, has The class asks three questions, then generics signs and logos.

Elsa Glachant, a teacher at Alphonse Daudet College in Istres, had Perplexity interrogated at its 3rd for the DNB. They note useful leads, ask for sources, and then open a collection document.

Jérémy Carton, a college teacher, asks Copilot for an image for "the weather" and one for "the climate". Students justify the deviations, then use them to rule out false information.

Mrs. Mille-Franc, at Irene Joliot-Curie College, had a self-portrait written to her fourth, corrected and then passed it to Suno. The 30 lead to a song.

Estelle Fageaon, a high school teacher, passes the class through comparia.beta.gouv.fr: a prompt, two models, a written production built from the answers.

Pierre Mauger, a teacher at Maurice Genevoix College in Romorantin-Lanthenay, asked Perplexity for a plan. The third is used for the slideshow, then the oral.

Gaël The Home, fault, magnitude: words exist.

Christophe Lejeune, a teacher at François Villon high school in Beaugency, asked DuckDuckGo AI for an analog model. The first SVT departs from TP chocolates and leads to a protocol.

Gaëlle Macuba, a high school teacher, asks a question about Medea in Mistral, via Vittasciences. The seconds keep the answer on Moodle, then confront it with the text, until oral.

Wendolin Bach, a college teacher, asked Skynet by her third. Claude, via DuckDuckGo, plays the role. Dialogues exist; The interrogation ends.

Nicolas Bannier, a high school teacher, remixed the Domus Aurea in Artbreeder. Terminals choose works, merge, and write a note on imitation.

Julie Castel, a college teacher, had a storyboard written at her third on her bleed, then generated the image. In the inner cells, their prompting prevails over the plain text.

France Université Numérique has deployed in production a transcription service that processed 35,000 videos of its MOOC catalogue, to make them accessible to people with disabilities.

The Île-de-France region has industrialised several tools tested since the end of 2023: a secure internal assistant of type

During the opening of the vows of the intra-academic movement, the AI assistant of the Poitiers Rectorate increased the calls from 600 to 48 and the emails from 300 to 120, according to Wikit editor; the scheme was renewed for a second year.

The University Claude Bernard Lyon 1 has deployed ON AIR, a general-purpose assistant from the student portal and a mobile application, supported by physical reception points on campuses.

The University of Strasbourg has a conversational assistant based on open source models hosted in its own data centre tested by approximately 270 staff, with a portal that also offers transcription, OCR and a Moodle assistant.

Since the fall of 2025, M.I.A. Second, a French and mathematical remedial service based on adaptive algorithms, is open free of charge to all general, technological and professional lycées.

Salome, a professor of modern letters in Vienna, was to prepare a vocabulary exercise around a valiant character. Searching in all books took him two hours; With ChatGPT, she obtained an extract in 30 minutes maximum.

Chloe Hollande, a teacher at the Southern High School of the Landes (Saint Vincent-de-Tyrosse), experimented with the first improvement of geographical argumentation via a Mizou chatbot, on the case study "Metropolization in Mumbai".

Hélène Cormy, a teacher at the High School of Val de Garonne School in Marmande, had her 1st HGGSP produced synthetic visual aids with Napkin to learn "Understanding a political regime: democracy".

Marie Dumaine, Victor Hugo College in Besançon, is one of the teachers who tested Logbook: recording a comment on a copy, letting the AI transcribe and synthesize, and then reworking a passage in a remedial session.

Lou Trico shares, on Digidoc, subjects, lexical fields and figures of style. The class then creates the chatbot on Didaksbot, tries to trap it, and then another 4th is used to write.

Khouloud Chatti, associate professor of STMS at Antoine Bourdelle High School, publishes a TraAM 2025-2026 scenario: creating interactive educational applications without programming, via IA-assisted No-Code technologies (AntiGravity), deployed online for the class.

At Marcel Mariotte College, Émilie Morin has a realistic cartel written at the 4th level for the chimera species: the student writes a prompt about the apparent characters; the teacher seizes it in Perplexity (and corrects, for example "a six-legged insect") before giving the answer.

Stéphanie Bernier (College Molière, Beaufort-en-Vallée) and Aurélie Marçais (College de l'Aubance, Brissac-Quincé), together with a professor of letters, have Crayion questioned by 4th: photograph of a person engaged in a profession drawn by lot (Gerrimage grâte), to see how the AI reproduces stereotypes.

Cécile Cathelin, a French teacher in a high school in Tours, submitted to ChatGPT a typical baccalaureate question on Alcohols, fromApollinaire. The class discussed the answer: well structured, but without quotations.

Pascal Mériaux, professor of history-geography in high school, built a specialized conversational agent: he gave him a knowledge base on Louise Michel, whom he himself chose, to accompany the personal work without having the speech written in place of the student.

Marion Som-Tisné, a teacher at the Borda High School in Dax, conducted the same first TraAM experiment: a Mizou chatbot to argue about the dynamics and challenges of an emerging city, Mumbai.

Hélène Cormy, at the Val de Garonne High School, has experienced in Terminale HGGSP the creation of a synthesis of an exhibition with a general AI, on "The environment, between exploitation and protection: a global outcome".

Benjamin Aubry, André Boulloche college in Bart, takes part in the same return Logbook: the student listens to the comment, builds on the synthesis of the AI, and reworkes a passage during a tablet session and headphones.

After the first too vague jet on Duck AI, Lou Trico devotes a session to explaining the functioning of an AI, notably with Vittascience, and then a session to writing complex rapids compared in group.

Laurent Robin publishes a reusable meta-prompt for the professional high school of the Clermont-Ferrand academy: freeze the role of the AI and format, change the theme only, paste into the assistant, then adjust the sequence — the course is not turnkey.

Marc Lebel, founder of Jinka, refuses to offer the same property ad to a student, family or investor. The platform's AIA adapts the message, order of photos, content and format to each real estate buyer profile.

Nathalie Pérez, professor of letters at the lycée Beaussier in La Seyne-sur-Mer, tested Writer in 2 of 3 sessions (commentary and essay). Immediate feedback raises the student to rework the text; IA hand help the norm, not the complex thought.

Chloé Deplaude, scientific teaching in 1st (Academy of Grenoble), has written a first jet of speeches to superimpose at a stop motion on the plasma membrane, then work the prompt with ChatGPT, record, and compare peer and AI evaluation.

Philippe Jonin, a mathematics teacher in a high school in Sarthe, has a QCM generated by ChatGPT "in 10 seconds if the subject is properly delimited", and code the statements in computer language in one to two minutes.

Pascal Mériaux, professor of history-geography in high school, requires explicit instructions when the student uses a generative AI in autonomy: conditions of use, account of prompting and conversation, rather than an opaque final product.

Olivier Fourrier, a teacher at the Collège François Truffaut (Saint-Martin-de-Seignanx), experimented with a general AI as a system of differentiation in four place, on "La Révolution française et l ́Empire", for reference, synthesis and writing.

Alexis De Philippo, a teacher at Gisèle Halimi High School in Bazas, had his 1st HGGSP write a press review using a general AI, to analysis a current situation and work on sources and bias.

Marie Dumaine, Victor Hugo College in Besançon, set up an agent, Didakbot 3: help the vocabulary of the trenches without writing the letter of the hairy in their place. Two 55-minute sessions, at the end of the sequence on 14-18.

Lou Trico, Jules Ferry College in Delle, has a podcast script written in fourth. The groups use Lumo to obtain the responses of heritage heroines (Esmeralda, Fantine, Antigone...), then have to modify these responses before recording.

On the same professional high school portal, Laurent Robin directs teachers to NotebookLM to design materials from their documents, in a toolbox that also includes visuals, videos and chatbots.

Alexandre Da Cunha, SVT teacher at the Galileo High School in Vienna, prepares the Grand Oral with Perplexity, then ChatGPT or Copilot: theIA simulates teachers of different subjects and asks less expected questions. Students photograph the questions in the table and then answer them in the next session.

Aurélie de Mathéis, Pablo Picasso college in Montesson, had a suite written in 5th place from the illustrations of the album Les derniers giantes (François Place), then edited in Ecrivor. The tool "thickens" the text more than it allows a complete rewriting.

Marie Matt, teacher of SVT in second (Academy of Grenoble, TraAM 2024-2025), moved the students from taking notes on the field (Bastille) to a structured report with the AI. An example attached is called "output report by Perplexity".

Cécile Cathelin, professor of letters, introduced the CRAFT method (context, role, action, form, tone) for prompts. Students write a draft, compare it to Perplexity proposals, and then rewrite.

Amandine Vasquez, a STMS teacher at Joseph Vallot High School in Lodève, has created an educational chatbot for her students at the ASSP. High school students train in data collection during an interview with a fictional character.

Olivier Fourrier, at François Truffaut College, worked on the reasoning, synthesis and writing of the patent in 3rd place with a general AI, on "Civil and military in the First World War".

Rémy Fauthoux, a teacher at Jules Supervielle High School in Oloron-Sainte-Marie, generates a first mental map with Monica on totalitarian diets. The Terminals criticize it and improve it, as aid in the organization of thought.

Marie Dumaine takes Vittascience to her third: compare a quick "copy-paste" and a quick worked, for a better result from the first request — and less consumption. Four hours, then Canva posters for the 6th-5th.

Lou Trico put together with NotebookLM the class methodology: how to use the AI to improve a podcast script (language level according to the time, social condition, age of the character).

Laurent Robin makes available, on the AI portal of the vocational school, an agent setting Le Chat Mistral for the writing of motivation letters — a resource for colleagues in economics and management.

At the Galileo High School in Vienna, Alexandre Da Cunha authorizes the AI for the second presentations on "the contemporary issues of the planet", provided that he indicates it in the slideshow. Students present ChatGPT and Canva.AI; Perplexity is mainly used to find sources.

Wilfried Robert, La Herdrie high school in Basse-Goulaine, has BTS 2nd year (ChatGPT, Claude or Gemini) generate ECJM definitions in two sentences, then make them criticize them before making time cards Up physics.

In the same second sequence, Marie Matt uses a generative AI image to visualize the paleoenvironment corresponding to the placement of observed sedimentary rocks.

Valérie Logel, a teacher at the René Cassin high school in Strasbourg, puts her management-finance synthesises in NotebookLM. The academic page publishes its productions: video, slideshow and mental map, for the STMG terminal, only from the sources provided.

Cécile The Chevalier, teacher of letters in high school, Ecrivor parameter with a meta-prompt: the AI rereads the first jet, guides the resumption, then refocuss on the spelling. In his classes, students write themselves, because they know that a correction step will follow.

Christophe Delgado, a teacher at Albert Camus College in Bayonne, has experimented in 3rd the writing of a development built with Ecrivor, on "A bipolar world in the time of the Cold War".

Maeva Herlaud, a teacher at Raoul Follereau High School, is preparing a Mizou scenario: In one hour, the first technology exchange, correct the verses and publication on Dig

Benjamin Aubry, André Boulloche College in Bart, designed an agent DidakBot 3 to automate the chords of the past participation (Wilmet method) in 4th-3rd: one sentence at a time, immediate correction, sometimes more than 80 interactions followed.

After Lumo's answers, often accepted too quickly, Lou Trico puts into shape with Copilot a methodological sheet: how to have a critical look at the AI, before recording the podcast.

Guillaume Dessarce, a plastic arts teacher at the Clermont-Ferrand Academy, presents Gemini Notebook (NotebookLM) for preparation: drop down his courses and PDF, then request a summary, plan, quiz or presentation anchored in his sources — not with the students, the tool being not RGPD.

Alexandre Da Cunha has the terminal staff write a type essay in digital format, correct it, and then test prompts so that the AI identifies strengths, weaknesses and leads. The notes are close to his, often half a point at a point below.

Christelle Point, Lycée Aristide Briand in Saint-Nazaire, introduced a conversational agent simulating a recruiter (prompt, verbosity, choice of model), before a maintenance simulation and a critical analysis of the exchanges.

Also in second, Marie Matt draws a role by lot (farmer, organic market gardener, hydrogeologist, etc.) and then prepare with the AI at least three arguments supported by figures and sources, quickly printed, before a debate of 25 minutes.

Richard Minor, a teacher at the René Cassin high school in Strasbourg, uses the AI to create mental maps and course syntheses (theme 1 of CEJM), situations in law (terminal and CEJM) and visuals in communication for BTS.

Cécile Le Chevalier, a high school teacher of letters, annotates an oral copy on Logbook. IA transcribed, then synthesized positive points and skills; it amends the synthesis before communicating modernizing it. Time saving is not proven; the correction posture changes.

Christophe Delgado, at Albert Camus College in Bayonne, experienced in 3rd place the construction of revision tools with Quizwizard, Wooflash's IA, on "Film democracies and totalitarian experiences in the Europe of the interwar period".

Maeva Herlaud, at Raoul Follereau High School, participates in the feedback Logbook of the ICTE letter group: audio commentary on a copy, transcription and synthesis by the AI, access to the student by QR code, and then the remedial session.

Lou Trico, Jules Ferry College in Delle, leads 9 hours TraAM in 4th: after workshops without IA, the class tests Duck AI on a vague set-up, criticizes the answer (wonderful / fantastic confusion), then writes a news, with or without IA.

Marie-France Gaillard, Raoul Follereau High School in Belfort, imposes Mistral on his BTS GTLA on a corpus of peace. The assessment is on prompting, comment on response and corrections — not gross response. There was no response from the AI to the expected review.

Émilie Morin (SVT) and Carole The

Xavier Boiffard, Lycée Joubert Mailard, configures 1 Courslbot as a socratic tutor: the AI never gives the answer, it questions, points to the errors of reasoning. 33 STMG senior students, cells of 3, chapitre economic political, then oral press conference.

Jean-Pierre Souvanne, a teacher at Koeberlé High School, had a sports product modernized with the general AI, and then designed a 15-second video spot in Reel format as part of the STMG terminal product life cycle.