Consideration of skills development process as part of an USR approach, in an apprenticeship context, is a topic that requires an interdisciplinary approach, as it mobilizes issues relating to psychology, educational sciences and information and communication sciences.

The aim of this exploratory study is to examine the articulation between the different levels involved in skills development follow-up in the French university context, and to analyze how the development of apprentice students skills fits, or can fit, into an USR approach. The study's purpose is also to find a way to develop synergies between CSR - Corporate Societal Responsibility - and USR (Bouillon, & Loneux, 2021; El Yaagoubi, 2023; Tardif, 2006, 2017) in educational context. Indeed, role of universities is central, as French universities are both autonomous and responsible for their governance and the applications.

This study is based on a constructivist and systemic approach, as it involves different levels of analysis within various actors: macrosystemic, because USR is situated at the societal level: mesosystemic, because USR mobilizes a network of actors; microsystemic, because USR concerns the University and the standards that frame training content and goals within the framework of governance; and ontosystemic, because USR supports the development and follow-up of students' competencies in a apprenticeship context, taking into account their specific developmental and identity characteristics.

Gustave Eiffel University is committed to a skills-based approach and to the development of apprenticeship. The Studea digital platform is a tool for implementing this skills-based approach to follow the development of work-study students' skills. Studea aims to develop synergy between the apprenticeship triad stakeholders involved in monitoring students' skills (apprentice students, university referents and company apprenticeship tutors). It also facilitates interactions in the triad and the follow-up on students' skills development.

Students involved on apprentice programs are on the frontier between university and workplace. They are involved in a triad of apprenticeship training. By its very nature and organization, between the development of skills at university and in professional activities carried out in the workplace, apprenticeship is a context in its own right, requiring support for academic and guidance as part of a lifelong education and orientation approaches.

USR has a societal dimension, as it aims to open up the University to new publics. Indeed, the societal responsibility of universities and researchers must be mobilized in support of the achievement of all students, especially those who may be experiencing difficulties in adjusting to the new environment and new standards represented by University. In this context, University is a major actor in society, particularly in disadvantaged areas and for vulnerable groups. It's a challenge to support these students as they build a professional path and lifespan education.

We will explore the way in which students in apprenticeship are supported in the construction of their skills and they orientation plans in a lifespan perspective. We will also analyze the contributions and limitations of the Studea platform, which aims to create synergies in the triad of apprenticeship and follow-up skills in a lifespan perspective.

Keywords: Skills development, RSU, University Societal Responsibility, Apprenticeship, Academic and vocational orientation, University.