Since April 1, 2026, Québec’s INEE, Institut national d’excellence en éducation (French for National Institute for Excellence in Education), has officially been in operation. Its mandate is to strengthen the connection between educational research and classroom realities. Beyond its stated objectives, however, this new organization could significantly influence how educational practices evolve across the province.
The creation of the INEE is not an isolated initiative. It is part of a broader movement that began nearly a decade ago, when consultations held in 2016—which later informed the 2017 Policy on Educational Success—highlighted the growing need to make better use of research-informed practices.
Since then, Québec’s education system has undergone several major transformations—structural reforms, the pandemic, and changing social expectations—that have made teachers’ work increasingly complex. In this context, the question is no longer whether education should draw on research, but how to do so in practical ways without adding further pressure to educators’ workloads.
This is precisely the role the INEE intends to play. Officially operational since April 1, 2026, the organization aims to build bridges between scientific knowledge and educational practice while recognizing the expertise of practitioners in the field.
The INEE’s mission is to promote excellence in educational services from preschool through adult education, including vocational training. For the Institute, excellence is not defined solely by grades, but by balancing educational success, student well-being, and long-term development.
Although the idea for such an institute dates back to 2016, legislation officially establishing the INEE was adopted in December 2023, positioning it as a key government organization supporting research-informed practices.
For teachers and educational consultants concerned about the possibility of a directive approach, Lucien Maltais sought to provide reassurance. A key phrase in the legislation frames all of the Institute’s actions: “while respecting teachers’ pedagogical expertise.”
The INEE does not intend to prescribe methods, but rather to support education stakeholders in strengthening practices on the ground. During the presentation, Maltais emphasized that the Institute’s recommendations would not be prescriptive.
One of the INEE’s central functions will be to produce or identify research syntheses on topics considered priorities. Contrary to some early concerns raised within the research community, the Institute says it is committed to reflecting a diversity of research perspectives, including qualitative, quantitative, and mixed-methods approaches.
A scientific committee composed of university professors recognized for their methodological expertise will oversee the rigour and transparency of the work. These syntheses will then support the identification of effective practices and the development of knowledge mobilization tools such as training and support resources, in partnership with existing organizations.
The INEE is beginning a broad consultation phase that will continue until September. The goal is to identify, in collaboration with education stakeholders, the priority topics that will become the focus of the first research syntheses.
Participants will be invited to share:
“We want to reach as many people as possible,” said Lucien Maltais, explaining that the consultation process is intended to build consensus around the education sector’s actual needs. The first priority topics are expected to be officially adopted by the board of directors in early 2027.
In addition to producing research syntheses, the INEE is taking on major responsibilities previously held by the Conseil supérieur de l’éducation, including publishing a biennial report on the state and needs of education. A new advisory committee on teacher education programs will also be created to provide guidance on the competencies expected of future teachers.
In practical terms, the Institute could influence:
This positions the INEE as a key institutional actor that could eventually play a role comparable to that of expert organizations in other public sectors.
Ultimately, the INEE presents itself as a partner to the education community, with the ambition of transforming research findings into practical and relevant tools for those directly involved in student success. Naturally, its work will be followed with great interest.
Get the latest articles and curated highlights from our current magazine edition—delivered to your inbox every month.
If you are subscribed, log in to access exclusive member content!
