Description: Themes-Social construction of knowledge and relation to education Objectives and theoretical foundationsIn this communication, we are presenting action-research on thoughts and questions relative to the development of learning processes in higher education. The research is based around the relation to education of nursing students in their first year of training at the Geneva Haute Ecole de Santé (HEDS). Using a pedagogic innovation based on individualised pedagogic support of students in difficulties, we are analysing their processes of construction of the actoriality throughout their first year of training. The objective of the research is threefold: a) to understand what entry into higher education means for the students; b) to highlight the transformation of their relation to knowledge and to action; c) to analyse the role of interaction in their processes of adaptation. The theoretical foundations of the research resulted from the paradigm of social transaction. This approach postulates that every knowledge process is the product of a dialectic between subject, object and other people, which are understood to be located in time and space. Particular attention is given to the time dimension: centred on a change "taking place", the action is approached via chronological sequences. Methodology: -comprehensive method approach-action-research-semi-directive meetings with students and teachers-analysis of the transformation of the relation to knowledge through statements constructed by the participants with regard to the training in general and the pedagogic system in particular (individualised pedagogic support) -framework of the analysis: articulation of the three periods of training suggested by Coulon (period of strangeness; period of learning; period of affiliation) with the dimensions of the relation to action resulting from the paradigm of social transaction (having to act; taking the initiative in acting; co-acting, acting against; being acted upon) Conclusions: -theoretical hypothesis: faced with situations of uncertainty resulting from the confrontation of divergent knowledge, a displacement of the activation register occurs, a work of conception of a cognitive coherence-research hypothesis: regular interaction between an experienced trainer and a novice student offers the student better mobilisation of his potential and enables him to evaluate, orientate and adjust his action in view of the uncertainties and tensions generated during his first year of higher education