This project investigates the question of the resilience of university instruction following the shock of physical and mental isolation into which trainers and learners were thrust during the COVID-19 pandemic. It constitutes a central issue insofar as everything suggests that digital interactions and hybrid teaching are here to stay. We defend the idea that the resilience of university environments, and of society, depends on a new balance between the inevitable use of digital tools and the place for sensitive experience and embodiment. The final goal is to empower teachers in higher education to face the new situations in various contexts. We seek to participate in the restoration of the synergy between the cognitive and the sensitive by: 1) Provide an overall picture of distance training practices implemented during the pandemic, in each of the partner institutions, in the disciplines concerned by the project; 2) Explore hybrid experiential support as a space for in-action dialogue between teachers, learners, and knowledge, with a view to reducing inequalities in learning; 3) Investigate the place of sensitive experience within a given context as a space for learning by taking into account embodied knowledge in a hybrid model; 4) Provide material for the renewal of training practices, toward greater equality and inclusion, in various modalities, including distance learning. Through a partnership between Canada, France and Switzerland, we anticipate the following results: 1) A better understanding of the role of sensitive experience, effect of context and embodiment in pedagogical relationships and learning; 2) Instructional schemes easier to adapt to differing modalities, in person and at a distance, and within different field realities; 3) The development of new knowledge in the research fields of sensitive experience and contextualization. Scientific writings from this project will be a source of inspiration for decision makers in charge of support university trainers.