In order to track diachronic changes in archaeological sequences, researchers typically partition time into stratigraphic layers defined during fieldwork, which serve as the framework for ensuing analyses. These analytical units have a significant impact on archaeological inference, defining its resolution, and influencing both the study of cultural assemblages and the reconstruction of past environments. However, field layers are seldom re-evaluated after excavation despite the fact that archaeological deposits are now commonly recognised as often containing material ‘mixed’ together by site formation processes, excavation techniques or analytical practices. Although the analysis of intra-site spatial data clearly offers a means to overcome these issues, our literature review of 192 journal articles revealed the potential of this data (notably vertical projections of piece-plotted artefacts) to be under-exploited in Prehistoric archaeology. Here we advocate for the development of a more spatially-informed framework for interpretation that we refer to as Post-Excavation Stratigraphies or PES. After proposing a definition for “PES”, we attempt to develop a framework for theoretical considerations underlying their implication, importance, and potential. Three main benefits of PES are highlighted: ensuring assemblage reliability, increased chronological and spatial resolution, and more reliable interpretations based on a multi-stratigraphic approach. We contend that the stratigraphy defined during fieldwork is insufficient and potentially misleading. By providing a different “stratigraphic view” of the same sequence, each specialist can contribute data that, when combined, produces a better understanding of interactions between changes in, for example, technological or cultural traditions, subsistence strategies, or paleoenvironments.

Higher education in evolutionary anthropology involves providing students with in‐depth knowledge of biological and cultural heritage sites and collections that are frequently inaccessible. Indeed, most sites, fossils, and archaeological remains can be visited or manipulated only rarely and solely by specialists with extensive experience. Owing to the development of 3D and medical imaging techniques, this fragile heritage is now more widely accessible, and in a dynamic way. However, exclusive adoption of virtual teaching and learning has a negative impact on student engagement and, naturally, on exchanges with instructors, and thus cannot be used without some reservations. In the ITAP ( Immersion dans les Terrains de l’Anthropologie biologique et de la Préhistoire ) project of the higher education STEP ( Soutien à la Transformation et à l’Expérimentation Pédagogiques ) transformation program at the University of Bordeaux, we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results in order to develop more individually shaped learning curricula and to foster both professional and new interdisciplinary skills. Here, we present examples of experiments conducted in the ITAP project using both authentic and virtual collections of archaeological, experimental, and reference materials that help to break down the barriers between research activities and higher education, as well as providing a more general appraisal of the appropriate use of virtual tools in higher education by combining them with real‐life situations.

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