When the tension between universitarization and professionalization generates pedagogical innovations: Case study of a paramedical training institute taking an academic shift

Against a backdrop of restructuring in French paramedical studies, we propose a case study of a training institute in Normandy to explore the tension between universitarization and professionalization, and to understand whether it is a source of blockages or pedagogical creativity. This context of reform can be a source of new pedagogical engineering aimed at real issues of professionalization, within a scientific framework that links health sciences and education and training sciences, with a particular focus on professional didactics. Our analysis focuses on four particularly emblematic pedagogical innovations stemming from this academic shift.