User-Oriented Policies in European HEIs: Triggering a Participative Process in Today’s Digital Turn—An OpenU Experimentation in the University of Paris 1 Panthéon-Sorbonne

Abstract

As European higher education institutions (HEIs) increasingly grapple with new challenges, the importance and difficulty of massification, democratization, and inclusion have been reinforced by the recent pandemic crisis and the simultaneous need for pedagogical continuity. Meeting these challenges not only implies a profound change in organization and teaching practices, which need to focus on user-centered quality learning, but also raises questions about financing, management, and governance. Using results from two participative experiments conducted in the French University of Paris 1 Panthéon-Sorbonne in the framework of the OpenU (Online Pedagogical Resources in European Universities) project, the authors present ethical and practical issues that currently face inclusive and user-oriented policies in the European higher education area. Through this paper, we argue that creating an imaginative and inclusive participative process is as essential today in the spirit of evidence-based policies supporting digital education as it is partial. We furthermore present emerging results on current needs, as well as incentives to increase participation. Such results ultimately allow us to draw conclusions and recommendations for institutional and national policymakers to further improve user-oriented policies.