A Model of AI Education That Places Ethics at the Centre of Learning

EngagED Learning

Type: News
Published on February 5, 2026

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.

By Paola Miranda
Artificial Intelligence Education Consultant, Collège Sainte-Marcelline

The work carried out by the school team at Collège Sainte-Marcelline in Montréal regarding AI education emphasized the need for an approach that extends beyond technology and digital citizenship. Today’s students will face nuanced decision-making challenges that previous generations did not encounter. This led to a clear need—and responsibility—to design an AI ethics program.

The MIAH Program—Marcelline pour une Intelligence Artificielle Humanitaire—stands out for its holistic approach that integrates both technical and ethical learning. Rather than focusing solely on how to use AI, it places ethical reasoning at the core of instruction. The goal is to prepare students not only to understand these tools, but also to grasp the issues they raise and to make informed, responsible choices. The program also aims to strengthen critical thinking and provide a solid framework for ethical analysis.

Following a pilot year in Cycle 1 (Grades 7–8), the 2025–2026 school year marks the full implementation of the program across all levels of high school, with a dedicated weekly period for AI education.

Artificial Intelligence: A Societal Issue That Requires Understanding

The program adapts AI-related content and issues to each cycle (grade level).
In Cycle 1 (Grades 7–8), students are introduced to AI vocabulary, various language models, and coding. They also explore topics such as AI bias, hallucinations, the accuracy of AI-generated information, cybersecurity, and more.

In Cycle 2 (Secondary III to Secondary V, equivalent to Grades 9–11), the program deepens ethical thinking through the study of more complex themes, including the environmental impacts of AI, the analysis of deepfakes and disinformation, and the ethical and effective use of AI tools in academic work.

In Secondary V (Grade 11), learning is structured around five modules:

identifying and comparing generative and agentic AI tools;
examining personal ethical considerations (privacy protection, intellectual autonomy);
integrating AI into academic work;
analysing societal impacts (economic and political considerations); and
exploring future career paths related to AI.

The MIAH Program demonstrates that it is possible to embed structured ethical reflection within AI education. Although still evolving, this initiative offers a model that other schools may draw upon as they seek to equip students to navigate the complexities of artificial intelligence. AI education is a shared responsibility—one that is strengthened through collaboration and the sharing of effective practices among schools.