This second volume, which deals with the results of the EuroPEP comparative study, aims to improve understanding of what is happening with respect to these policies in eight European countries. It uses the analysis of transversal themes which emerge as key elements in the construction and evolution of the policies observed.

The aim of this issue is to inventory the current trend of research, and to compare the meanings linked to this term 'energy' in the scientific disciplinary fields or in the ‘education to’ that use it, together with the didactical approaches.

This file presents examples of collaborations involving researchers, teachers and teacher-trainers in different contexts of training and research. These contributions reflect the challenge of translating research results into didactics in practice.

The 6 articles of RDST n°18 invite to question the coherence and the relevance of the curricular choices concerning the teaching of living and biodiversity in the light of the multiple stakes concerning them and contribute to better understand their apprehension by the teachers.

Our aim is to show what can be gained from considering subjectivity as an education and training resource, through the development of an appropriate epistemological posture and methodology for enabling a detailed description of subjective first-hand experience.

The contributions gathered in this double issue explore how the interactions between actors, whether they are "field" tutors, “school” tutors, referents, professional masters, apprentices, alternates, trainees, etc., constitute a privileged way to study learning processes in the workplace.

The contributions gathered in this double issue explore how the interactions between actors, whether they are "field" tutors, “school” tutors, referents, professional masters, apprentices, alternates, trainees, etc., constitute a privileged way to study learning processes in the workplace.