  This article proposes the construction of a systemic model of digital
education as part of research applied to public policy (French Ministry of
Education). Considering the digital domain in its pervasiveness, it highlights
the importance of a complex approach to understanding the transformation of
practices. As an applied research modality, we present digital theme groups
(GTnum). The methodological approach combines a reflexive posture informed by
research contributions, conceptual choices centered on digital humanities and
the systems approach, participatory research and open science via the
Hypotheses ''Education, digital and research'' notebook. As a result, our
modeling is centered on a ''digital environment'' and six units of action put
to the test via the GTnum themes. We interpret these results through a
comparison with other systemic frameworks, an application to the axes of
digital transformation in academies, a prospective reflection with the
development of generative AI and perspectives for participatory research.
Finally, the article discusses the limits and contributions of this approach:
variability in the understanding of the issues at stake and in the integration
of research contributions, as well as avenues for anticipating a new digital
configuration with the place of AI.
