1,600 kilometers separate certain French territories from the first university. Yet, nearly 150 structures labeled “connected campuses” are reshaping the map of higher education, with a success rate that exceeds the national average. Here, students progress in their distance learning, but are never left to fend for themselves: each campus offers solid support, on-site, every day.
On one side, some institutions filter access with specific criteria. On the other, some open their doors to all high school graduates, without conditions. This system brings together both young people fresh out of high school and adults returning to their studies, all in territories often far from major university cities.
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Connected campuses: understanding the different formats and what they change for students
The connected campus stands as a hybrid alternative, where higher education was still oscillating between mandatory attendance and the solitude of distance learning. These study locations, stamped by the Ministry of Higher Education, are rooted in 87 territories in mainland France and 9 overseas, supported by local authorities and the Bank of Territories. In a small town or in the countryside, each structure gathers an average of twenty learners: high school graduates, employees in retraining, sometimes parents, united by a common goal, to pursue recognized distance training, while staying close to their usual environment.
In practice, each student enrolls in a distance program offered by a university or partner institution. BTS, bachelor’s, master’s: the choice is made without leaving their department. Support is not limited to simple administrative assistance. A designated tutor supervises the students, ensures regular follow-up, leads group workshops, and monitors the smooth progress of the course. This human presence significantly reduces the temptation to drop out: only 7% of students abandon their studies, whereas traditional distance learning approaches 15%.
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The collective dimension transforms the experience: shared workspaces, computer equipment, high-speed internet, and a group atmosphere foster success. The numbers speak for themselves: 85 to 90% of students obtain their diploma. Many also rely on adapted digital tools. The ENT of Orléans provides features that are sometimes overlooked, revealed in “The Unknown Tools of the ENT Orléans to Optimize Your Studies – Alternative Emploi.” This example shows how digitalization, combined with human support, allows access to a structured and inclusive distance training, including for those whom geographical or social distance kept away from university.
Enrollment, useful resources, and first steps: everything you need to know to join a connected campus
To join a connected campus, the enrollment process is accessible, but each step matters. Accessing a distance training program goes through various channels: Parcoursup for high school graduates, Mon Master for those aiming for a master’s degree, or directly through the websites of universities and higher education institutions. The choice extends to a catalog of distance training: BTS, bachelor’s, master’s, certifications, DAEU. From the first contact, the campus team supports each application, attentive to individual needs and projects.
Arriving on campus often happens under the watchful eye of the tutor or coordinator, a true anchor point for newcomers. This reference person guides, explains, presents the rules of operation, and offers tailored support for each individual. The student discovers their workspace, a reliable internet connection, online educational resources, and group methodological workshops. The atmosphere of the place, both studious and warm, facilitates the creation of bonds and encourages mutual support, far from the isolation of pure distance learning.
The profiles are varied, as evidenced by some key figures: out of 5,000 beneficiaries, 58% are between 18 and 24 years old, 13% are parents, 23% are working alongside their studies, and 14% face health issues or support a loved one. A quarter of the students would simply not have pursued further studies without this alternative. The experiences of Tara, studying psychology at Paris 8 from the connected campus in Saint-Raphaël, or Alex, a student and rugby player in Ardèche, illustrate the diversity of paths and the flexibility of the system.
The main steps to anticipate for joining a connected campus can be summarized as follows:
- Enrollment possible via Parcoursup, Mon Master, or the institutions’ websites
- Tutoring and support from the moment of arrival on campus
- A catalog of distance training covering numerous fields
- Access to suitable workspaces, digital resources, and methodological workshops to get started well
The connected campus does not promise a path without effort. But it offers the opportunity to learn, persevere, and succeed where, just yesterday, the road seemed blocked. Higher education is inventing new access routes: it is up to each person to take their own, at their own pace, where they feel ready to move forward.