In the United States, schools are now being encouraged to ask one very simple question before buying a digital tool or renewing a subscription to one: does it actually improve learning? New federal guidance recommends placing greater emphasis on evidence of effectiveness, ongoing evaluation and vendor accountability rather than counting clicks or minutes of use. Let’s take a closer look.

Social media, artificial intelligence, algorithms and misinformation are shaping the way young people learn about the world. For the 2026–2027 school year, the new issue of EngagED Learning gives educators practical ideas, classroom examples and resources to help students think more critically about the information they see, create and share.

How can elementary schools build a structured, progressive media literacy pathway from Grade 1 to 6? Here is a three-level framework to guide students through basic digital skills, critical search strategies, and ethical information use. A practical roadmap for educators aiming to cultivate responsible digital citizenship across all elementary cycles.

How can we help children grow up in a digital world without banning everything or letting everything slide? With screens, social media, algorithms and artificial intelligence now part of everyday life, families can rely on a few simple, practical principles: build a foundation of trust, develop critical-thinking skills, lead by example and, above all, keep the conversation going. These everyday habits can gradually help young people become more independent, responsible and informed in their use of technology.

When the final bell rings, not everything stops in teachers’ minds. There are still emails, students they are worried about, unfinished tasks, and ideas for September. What if, this summer, the real challenge was not to “make the most of” summer break, but to create the conditions needed to return truly rested? Here is what the research says.

A recent study published by the International Observatory on the Societal Impacts of AI and Digital Technologies raises important concerns for education. Just as schools are beginning to adapt to generative AI tools, a new wave is already emerging: agentic AI. For teachers and educational consultants, the study highlights growing concerns about “cognitive substitution” and the urgent need to train students in the responsible use of AI.

What if inclusion were not about helping students “fit in,” but about trying to redesign school so every learner truly belongs? Drawing on Dr. Shelley Moore’s powerful metaphors of unicorns, bats, and coloured dots, this article invites educators to rethink inclusive education from the ground up.

After several years in development, Québec’s National Institute for Excellence in Education has officially begun operations. During a recent webinar, its president and CEO, Lucien Maltais, presented the organization’s mission and priority initiatives, which aim to use research to support classroom practice while respecting teachers’ professional autonomy.

The role of personal mobile devices in schools has become an increasingly prominent topic in education systems across Canada and internationally. As schools seek to balance the opportunities and challenges associated with student device use, many jurisdictions are exploring policies and practices designed to support focused learning environments. 

LEARN’s Pedagogical Services and Educational Technology Team is closing the school year with practical resources for educators: outdoor professional learning, student workshops with Parks Canada, new Culture and Citizenship in Québec activities, and resources for National Indigenous History Month.

The joy of learning is often discussed in education, yet it is rarely clearly defined. Caught between the desire to make learning engaging and the risk of reducing it to mere entertainment, many educators are searching for the right balance. For researcher Jean-François Desbiens, joy in education is neither spectacle nor an easy reward—it is something that must be intentionally designed and thoughtfully cultivated.

What if schools were no longer organized around rigid subjects and fixed schedules? Although this idea is often dismissed as unrealistic, some schools across Canada, the United States, and Europe are already experimenting with alternative models. Micro-schools, hybrid schools, and community-based learning networks all share a common goal: helping students progress at their own pace through meaningful experiences and authentic demonstrations of competency.

Cybersecurity is becoming a classroom issue, not just an IT department concern. Engaged Learning’s “My Online Safety” series brings together resources to help teachers address online risks, artificial intelligence, misinformation and safe digital habits with students.

How can educational communities be supported in times of continuous transformation? Pick up your pen (or your keyboard!) and contribute as an author to the Winter 2026–2027 issue of Engaged Learning magazine.

With the arrival of generative artificial intelligence in classrooms, some schools have chosen to take action. At the AQUOPS conference, Mélanie Lépine and Véronique Plourde, educational technology consultants at Collège Mont-Sacré-Cœur in Granby, presented a concrete approach to developing a policy on the use of AI in schools. Their message is clear: rather than banning it, schools need to guide its use, provide training, and adapt their practices.

After more than two decades, the RÉCIT Provincial service for the anglophone community has reached the end of its mandate. Yet this moment signals more than a conclusion—it highlights a lasting legacy: a vibrant network rooted in collaboration, pedagogical innovation, and a shared commitment to digital competency, continuing to influence classroom practices and inspire new possibilities for teaching and learning in an ever-evolving digital landscape.

A Grade 9 math class singing, collaborating in teams, and solving inequalities is not a dream. This is how a simple adaptation of the popular game Hitstercan energize an entire classroom and leave students asking for more.

As artificial intelligence reshapes both education and the world of work, a key question emerges: what skills will today’s students need to adapt and succeed tomorrow? During a national webinar hosted by the EdCan Network, education experts explored the knowledge, competencies, and mindsets required to thrive in a rapidly evolving landscape where AI is redefining both learning and human roles.

How can educational communities be supported in times of continuous transformation? Pick up your pen (or your keyboard!) and contribute as an author to the Winter 2026–2027 issue of Engaged Learning magazine.

How can young people be equipped to develop a critical, responsible, and informed perspective on the content they consume, create, and share—both at school and at home? Pick up your pen (or your keyboard!) and contribute as an author to the Fall 2026 issue of Engaged Learningmagazine.

As students grow older, the legal freedoms and responsibilities they acquire also evolve — but these changes aren’t always clear to young learners. To help bridge that gap, Éducaloi and LEARN’s Educators platform are offering a free virtual workshop series titled “Are You Old Enough?” for Québec classrooms in April–May 2026.

In classrooms across Québec, a new initiative is helping students go beyond textbooks — bringing together second-language learning, coding and intercultural collaboration through creative digital projects. Building Bridges with Blocks pairs English as a Second Language (ESL) and French as a Second Language (FSL) classes to work together using Scratch, the free, block-based coding environment developed at MIT.

Phone-free schools are moving from policy to practice. With differences between and within provinces, many school communities are asking the same question: what does this shift actually look like on the ground? Learn more about this series of webinar designed for everyone involved in making policy work in real schools.

The much‑anticipated Kreocode 2026 challenges are now online! This year’s edition invites educators and learners across early childhood, elementary, secondary and adult education to spark creativity in coding and meaningfully engage with real‑world themes. Ready to dive into the new era of student‑led projects?

From AI-native platforms to ethical design and hybrid learning models, education technology is entering a new phase. In its 2026 outlook, MindShare Learning identifies the key trends already transforming classrooms, supporting educators, and reshaping how learning systems respond to today’s challenges.

A Montréal private school has chosen to structure its approach to artificial intelligence to better prepare students for the complex choices they will face in the coming years. Grounded in an innovative framework that places ethical reflection at the centre of learning, the program extends well beyond technology alone. It provides students with a structured method for analysing, understanding, and questioning AI-related issues, equipping them to make informed and responsible decisions. The following overview highlights the key elements of this methodology.

Highlights from the AI Webinar Series hosted by the EdCan Network, in partnership with Engaged Learning and The Dais.

Teaching science through a second language goes far beyond vocabulary and content. In primary Content and Language Integrated Learning (CLIL) classrooms, which are widely implemented across Europe, teachers must balance subject learning, language development, and competence-based education. This article examines the challenges and practical strategies that help make bilingual science learning meaningful, accessible, and effective for young learners.

In a world where skills evolve as fast as careers, lifelong learning is essential. Yet despite decades of reform, participation in continuing education remains stagnant. A new OECD report calls for a rethink: what makes the difference is not just access to opportunities, but the ability to stay curious, build skills and access the right levers. Real-world examples tell the story.

As artificial intelligence becomes an everyday presence in schools, EdCan Network is inviting educators to join a new series of virtual roundtable discussions on how AI is shaping education. Organized with L’École branchée (EngagED Learning) and The Dais, the sessions will explore practical, ethical and future-focused questions for classrooms and schools, in both English and French, starting in January 2026. Read on to learn more about the topics and how to participate.

In June 2025, Engaged Learning delivered an in-person professional learning session for the principals and educational services team of Eastern Shores School Board. Focused on making better use of the board’s EngagED Learning and École branchée resources, the workshop tackled urgent issues such as AI, cybersecurity, screen use, and family engagement. Participants left with concrete tools and a clearer direction to support teachers. Learn how this initiative impacts schools in the full article.

After six months of hearings, public consultations, and extensive analysis, France’s parliamentary inquiry into TikTok’s psychological effects on minors has released a deeply troubling report. The 300-page report highlights a series of alarming findings about the platform, described as “one of the most harmful social networks for young people.”

How can neuroscience transform teaching and learning? Building on Professor Steve Masson’s research, this article highlights seven key principles linking brain function to powerful classroom practice, and offers practical strategies to make learning engaging, meaningful, and enduring for all students.

Should young people really spend less time on screens? According to Quebec researchers, the solution lies in educating for more balanced screen use. A study conducted among 571 adolescents shows that they are aware of the negative effects of hyperconnectivity and willing to change—provided that adults listen to them. Instead of imposing rules, it is essential to include them in the discussion and focus on self-regulation, caring and meaningful alternatives. 

For the past two years, the Centre de services scolaire du Val-des-Cerfs, in Quebec, has led a project to integrate digital writing into elementary and secondary classrooms. Originally intended to support text revision and editing, the project quickly evolved to transform the entire writing process, and it has proven effective. Students are more motivated to write, according to project participants.

At the Centre de services scolaire des Draveurs in the Outaouais region, a series of professional learning sessions for child care educators helps integrate digital tools in thoughtful, simple, and engaging ways. Covering topics such as digital citizenship, technological skills, and hands-on activities, the goal is to transform everyday practices to better support children’s development.

Despite a strong motivation to teach, nearly half of teacher education students in Quebec have considered leaving their program. A recent CRIFPE survey of almost 3,000 participants reveals deep commitment to the profession but also highlights the vulnerability of many students’ paths, shaped by personal, academic, and financial challenges. The findings call for renewed attention to the conditions of teacher education and stronger measures to support the next generation of teachers.

A beloved Canadian detective drama is stepping off the screen and into the classroom, thanks to a unique new learning initiative called Murdoch in the Classroom. This free, curriculum-aligned resource is currently in pilot testing and is expected to launch nationwide in early 2026 — in both English and French.

Technology will always evolve faster than policy. And while bans may offer short-term relief, they’re no substitute for open dialogue, digital literacy and patient understanding at home. The point of view of Alex Baudet, Assistant professor in Marketing at Université Laval et Marie-Agnes Parmentier, Professor of Marketing at HEC Montréal.

In a Grade 11 French class (Secondary V—the final year of high school in Québec), the creation of a True Crime podcast became much more than a simple media project. Digital technology made it possible to strengthen both writing and oral communication skills, while also supporting inclusion and differentiated instruction. Teacher Claudine Grenier provided timely feedback, monitored progress, and adapted instructional support. The outcome: engaged, motivated students who took pride in their learning.

A new survey from SETDA, representing U.S. state educational technology leaders, shows that artificial intelligence has become the top edtech priority for K–12 schools for the first time, surpassing cybersecurity. Education leaders across 47 states report working on AI guidance, professional development, and policy frameworks to ensure responsible use while maintaining focus on equity and student protection. The survey also highlights ongoing challenges such as classroom device use, the need for continued infrastructure investment in cybersecurity, and greater teacher training in safe AI adoption.

Canadian educators are on the front lines of climate change education, yet many feel unprepared and unsupported in meeting rising expectations. As calls grow for stronger integration of sustainability in schools, new data reveals where progress is being made and where gaps remain. Explore key findings from the latest national survey to understand how Canadians are moving from awareness to action.

Artificial intelligence is rapidly transforming education, from student assignments to teacher feedback and planning. Yet most learning about AI happens informally, leaving gaps in ethics, equity and critical reflection. A pilot module at Mount Saint Vincent University showed that structured teacher education can shift candidates from casual use to informed, critical engagement with AI. Clear policies, embedded AI literacy, and supportive learning communities are essential to help educators move from passive adopters to active shapers of AI in classrooms.

Bridging science, culture, and land stewardship: this is the mission of the Climate Monitoring Program led by the University of Saskatchewan in partnership with the Prince Albert Grand Council. This unique initiative offers Indigenous youth the opportunity to take part in immersive culture camps focused on environmental monitoring and hands-on learning.

On December 22, India celebrates National Mathematics Day, honouring the legendary mathematician Srinivasa Ramanujan and inspiring students to see math as fun and creative. At Azim Premji School, Dhamtari, a "maths corner" with puzzles, games, and hands-on challenges turned hesitation into excitement. From exploring planets’ gravity to finding symmetry in rangoli, students discovered math in everyday life. Such celebrations spark curiosity, build confidence, and remind us that mathematics is about patterns, problem-solving, and creativity—not just formulas.

As the 2025–2026 school year gets underway, the LEARN Pedagogical Services Team is excited to share updates and opportunities designed to support educators across Quebec’s Anglophone communit.

How does your school create space for students to be heard and to take an active role in school life? Pick up your pen (or your keyboard!) and contribute as an author to the spring 2026 issue of Engaged Learning magazine.

The Canadian Teachers’ Federation (CTF) has called on the federal government and the Council of Ministers of Education, Canada to work with provinces and territories to enact enforceable policies that protect student privacy and data security, regulate how AI is used in classrooms and promote responsible and ethical use of AI systems. A holistic approach to prepare teachers for different issues at stake with AI-enhanced classrooms is needed, and Professional Development is part of it.

When systems fail to understand and accommodate neurodivergent individuals early on, theirs challenges often persist into adulthood, affecting quality of life and social inclusion. Amina Yousaf, from University of Guelph-Humber, expose how school can create better environment for neurodiverse children, starting with universal design for learning (UDL).

Following extensive public consultations and internal surveys of its 3,215 staff members, the Centre de services scolaires de la Beauce-Etchemin (CSSBE) placed special emphasis on staff recognition when developing its Commitment-to-Success Plan (PEVR). During a discussion forum, a manager proposed framing the PEVR around the concept of “the human factor”. Building on this idea, a structured plan was created to highlight and recognize staff members’ key role in fostering student success. This article explores the outcomes.