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The recognition and validation of learning acquired through geographical mobility and massive distance learning in the academic and professional worldIn a previous study (Blons-Pierre 2017), we noted how difficult it is for students to have all the skills they acquired during a mobility abroad recognized, particularly those outside the field of formal learning. Since this publication, the geographical and physical mobility of students and apprentices has further expanded, but so have the possibilities of distance learning via new technologies. Distance learning has burgeoned to such an extent that it is now possible to wonder whether massive distance e‑learning might be the solution that would allow universal access to knowledge and know-how and at the same time solve the economic, ecological, and human problems associated with the great increase in the number of students physically present in universities. However, regardless of the type of distance learning, the problem remains the recognition and validation of learning acquired outside the formal learning framework.Here, we propose to examine under what conditions and with what tools the learning acquired through geographical mobility and massive distance learning could be recognized and validated, whether in an academic or professional context. To accomplish this, we will adopt the methodological framework of synthesis research, which is based on scientific concepts and forms of discourse linked to official practices or instructions.