Editorial

Abstract

At the end of July 2022, Swisscom announced an important change (on a trial basis) in its apprentice recruitment policy: instead of submitting a file containing their school report cards, potential apprentices will answer questions via video before being invited to a selection day. The idea: to avoid losing possible talent and being biased by files prepared with the help of family members. Grades, therefore, no longer count: too dependent on the linguistic region, the canton, or even the teacher, they "can be misleading "1.

Is this a daring gamble, a distrust of the school system, or a welcome development to level out certain social inequalities?

Whatever the answer may be, in the coming years school will undoubtedly have to adapt even more to new forms of knowledge transmission and to the know-how of the students themselves. In a utopian world, these adaptations would reverse roles and favor students with access to screens from an early age, forcing more traditionalist parents to use digital tools to maintain their social advantage. However, the pandemic has given us little encouragement in this respect: it is not only a question of knowing how to use digital tools, but also of having the appropriate equipment, the space and, above all, the necessary atmosphere to use them at school.

With this issue from the Homo Digitalis conference, Babylonia aims to accompany teachers who are confronted with new forms of teaching in the digital age, and, potentially, to prepare students for new forms of recruitment. We wish you a good reading!