Educational intervention: Which definitions, which usages, which epistemological foundations?
The aim of this literature review is to expand on the definitions and epistemological foundations that various authors attribute to the concepts of educational intervention. To accomplish this objective, 25 articles were analyzed using the NVivo 11 software. The results demonstrate that this concept is used either as a variable in research design, or to describe a professional action. Furthermore, this study reveals differing conceptualization between Francophone and Anglophone literature. In this case, there seems to be a tendency to use this term without regard to any definitions or epistemological foundations.