The impact of technology and teaching practices on students’ cognitive and socio-cognitive skills[Les effets des technologies numériques et des pratiques enseignantes sur les compétences cognitives et socio-cognitives des élèves]

Understanding the key factors influencing student learning is crucial for guiding future investment in improving skills development and, consequently, human capital. This thesis analyzes two major and complementary levers: teachers and digital technologies. The former are at the heart of the education system and the main vectors of student learning, while digital tools, whose effectiveness largely depends on their integration by teachers, offer support to teaching. This research focuses on the development of skills in primary and secondary schools, identifying factors influencing the progression of students' abilities, both cognitive (such as math and language skills) and socio-cognitive (such as creativity and collaboration). The first article examines the effects of a national program that distributed digital equipment on student learning and teaching practices. In a second article, the question is extended in the context of the closure of schools in France due to the worldwide pandemic of COVID-19. Did digital equipment help reduce the negative effects of this crisis? Finally, in the third article I study the value-added of teachers not only on students' cognitive skills, but also on their socio-emotional development. I link these value-adds to teachers' professional practices.