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Education News and Professional Insights
Shaping today's schools and classrooms

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

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.
Top 10 Edtech Trends for 2026

Mindshare Learning’s Canada Top 10 EdTech Trends for 2026

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.

AI in Schools: Ethics Above All

As artificial intelligence rapidly enters classrooms, the key question is no longer whether schools should adopt AI, but how. Beyond efficiency and innovation, ethical considerations must guide every decision. This article highlights key takeaways from the first webinar in the AI Webinar Series, hosted by the EdCan Network in partnership with Engaged Learning and The Dais.

Natural Science Through a Second Language: Challenges and Strategies for Competence-Based Teaching

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.

Learning, Unlearning and Relearning: Keys for Different Stages of Life

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.

Bilingual Event Series on AI in Education: A Space to Rethink Tomorrow’s Teaching Practices

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.

Leading with Purpose: Helping School Leaders Navigate Today’s Digital Challenges

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.

TikTok and Youth: A Parliamentary Inquiry in France Sounds the Alarm

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.”

Applying Neuroscience to Teaching and Learning

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.

Is it realistic to try to reduce screen time?

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. 

Resources

[Activity Guide] Ideas for Teaching Cybersecurity in the Classroom

[Activity Guide] Digital Identity: Understanding Your Online Footprint

[Activity Guide] Deepfakes: What Are the Potential Risks?

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Engaging Students Through Choice

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.

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  • Volume 5 – issue 3

Rethinking Screen Time

Statements like “Kids spend too much time in front of screens” are common. In this article, discover how Josée Gaudet, Mentor in Active and Inclusive Pedagogy at the District scolaire francophone Nord-Est in New Brunswick, encourages students to use technology actively, creatively, and mindfully. She addresses screen time management, digital learning tools, and wellness breaks to support healthy, meaningful use.

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  • Volume 5 – issue 1

Additional References – EngagED Learning magazine, Vol. 5 issue 3 (Spring 2026)

This article contains all the references of EngagED Learning Magazine, Volume 5 issue 3, Spring 2026.

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  • Volume 5 – issue 3

Permission to Feel: The Role of Emotional Intelligence in Schools

What if emotions were seen not as distractions, but as the foundation for learning? In this article, Nicole Arsenault, from EngagED Learning, examines Dr. Marc Brackett’s insights on emotional intelligence, focusing on stressors in education, empathy, emotional regulation, and equity in emotional expression. She shares approaches to help educators strengthen well-being, enrich relationships, and create more inclusive school cultures.

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  • Volume 5 – issue 1

The Final Note : Using Technology to Support Assessment for Learning

Concepts such as assessment for learning, assessment without grades, triangulation of evidence, and technology in education are becoming increasingly common in schools. In this article, Caroline Brault, Education Consultant in the Elementary Sector at the Centre de services scolaire des Sommets (Québec), shares practical strategies for aligning these approaches in meaningful ways. Explore how thoughtful integration of technology and intentional classroom organization can support autonomy, enrich feedback, and strengthen assessment without grades.

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  • Volume 5 - issue 2

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