Remote working and employee productivity from an educational perspective: The educational context and the educational contract

Abstract

Remote working alters the material, relational and organisational conditions of professional activity. This article examines its potential effects on productivity through the lens of the teaching situation and the teaching contract. It adopts a documentary and conceptual approach based on the bibliographic corpus used to study remote working, management and the regulation of professional relationships. The analysis focuses on available resources, the clarification of expectations, autonomy, social interactions and training in digital tools. It proposes a framework linking the conditions of remote working to coordination mechanisms and dimensions of performance. The results consist of synthesised proposals and indicators to be put into practice; they do not correspond to a field survey or to calculated productivity gains. The discussion shows that flexibility can support work when resources and expectations are consistent, whilst isolation, technical difficulties and blurred boundaries can undermine it. The transposition of the didactic contract to the professional workplace must be confined to situations involving learning and support. The study concludes that an explicit coordination framework, combined with material support and training opportunities, is beneficial. Empirical validation remains necessary to assess the proposed relationships.

Keywords: Telework; productivity; didactic situation; didactic contract; remote management; autonomy; training; coordination.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1019