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Burial assemblages inform us about the biology of past societies, social relations, and ritual and symbolic behavior. However, they also allow us to examine the circumstances of death and social violence. A high level of intergroup violence among prehistoric hunter-gatherers is well-documented in some times and places but is extremely rare in others. Here we present an analysis of the perimortem injury to skeleton PD8 at the site of Sphinx in Central Sudan. This burial, attributed to the Early Khartoum (Khartoum Mesolithic) culture, radiocarbon dated between 8637 and 8463 cal BP, bears evidence of a perimortem sharp force trauma caused by penetration of an unshaped, fractured non-human bone between the right scapula and the rib cage. Among more than 200 anthropologically assessed human burials from the early Holocene Nile Valley reviewed in this paper, PD8 provides the only documented evidence of violence resulting in death. This rare case of death differs from the numerous cases of intergroup conflict documented in terminal Pleistocene burial grounds in Lower Nubia. This suggests different patterns of violence and strategies of conflict resolution in the pre-Neolithic (terminal Pleistocene and early Holocene) Nile Valley. We attribute this difference in the prevalence of interpersonal trauma to climatic and environmental conditions, territorial boundary defense, and post-marital residence practices before and after the Younger Dryas’ arid millennium (~ 12,800–11,600 BP).

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. The article describes examples of novel teaching methods that we have developed in our Master's program in evolutionary anthropology, where we combine student‐active teaching with Master's students fully immersed in ongoing fieldwork, laboratory study, and dissemination of research results.