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 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.
Student voice grows when learners are trusted with meaningful choices. Chris Colley and Carolyn Buteau, Provincial Pedagogical Consultants at LEARN-RÉCIT Provincial Service for the Anglophone Community, explore how strategies such as choice boards move classrooms beyond one-size-fits-all instruction. By offering multiple ways to engage with content and demonstrate learning, educators can strengthen motivation, agency, and participation in the learning process.
Student voice is not an accessory to schooling but its most underused resource. Sarah Anne Leroux, a teacher at École secondaire catholique régionale de Hawkesbury in Ontario, shows that when students are trusted to design real change, from committees to a student lounge, they do not just participate in school life, they redefine it.
Student voice is not a classroom extra, it is the engine of meaningful learning. Maria Dimitropoulos, an elementary teacher in Montréal, Québec, argues that when students help shape norms, inquiries, assessments, and reflection, they move from passive listeners to confident partners, transforming school into a space where their ideas truly matter.
Distance learning does not weaken student voice; it demands that educators protect it with intention and care. Caroline Viau, Assistant Director at the CAVLFO, shows that when teachers humanize the screen through dialogue, choice, and collaboration, online spaces become places where students are truly present, not distant.
Linguistic insecurity silences capable students, but confidence grows when effort matters more than perfection. Nicole Arsenault of EngagED Learning, Julie Beyea of Tantramar Regional High School, and Paulette Diotte of Bernice MacNaughton High School show that through DéfiLangue and digital reflection tools, students reclaim their voice by daring to use French beyond the classroom.
Learning thrives when rights, not rigid content, anchor daily practice. By shifting attention to belief, identity, purpose, resilience, and meaningful challenge, this framework reminds educators that when we protect the conditions that nurture confidence and agency, students do more than absorb lessons, they begin to see themselves as capable learners.
Podcasting transforms students from consumers of media into creators with something real to say. Caroline Buteau, with LEARN-RÉCIT Provincial Service for the Anglophone Community, argues that projects like BaladoWeb turn research, revision, and collaboration into public voice, giving students pride, purpose, and an authentic audience beyond the classroom walls.
Learning to build an opinion is how students learn to build their voice. Audrey Groleau, Professor at Université Laval, Isabelle Arseneau, Professor at Université du Québec à Rimouski, and Chantal Pouliot, Professor at Université Laval, argue that structured dialogue, critical comparison, and creative expression empower young people to form reasoned positions and act with confidence on issues that matter.
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