No 25, February 2026

The integration of artificial intelligence (AI) into the initial and continuing education of health professionals is poised to transform pedagogical strategies, clinical training environments, and professional development practices. This article examines, based on an integrative review of 62 recent publications (2023–2025), the pedagogical, organizational, and ethical conditions that enable or hinder this integration. The thematic analysis identifies four structuring dimensions: (1) the development of AI literacy through formal curricula and interprofessional approaches; (2) the use of AI to personalize learning and support clinical decision-making; (3) implementation challenges, including infrastructural constraints, institutional resistance, and gaps in faculty preparation; and (4) ethical issues related to algorithmic bias, data protection, and system transparency. The results reveal a significant gap between the promises of AI and available empirical evidence, as well as marked access inequalities between institutions. This review proposes a critical techno-pedagogical mediation framework and advocates for a reflective, equitable, and empirically grounded integration of AI within health education environments.

Distance learning (DL), increasingly widespread at universities for its flexibility and accessibility, presents particular challenges related to supporting learners. This article proposes an innovative methodology based on clinical didactics, combining a detailed analysis of actual practices in context, video observation, and reflective interviews. By utilizing the concepts of chronogenesis, topogenesis, mesogenesis, and language interactions, this approach allows for the exploration of the didactic, psychological, and socio-affective dimensions of the relationship to knowledge in DL. Through the case study of a student, the analysis reveals the crucial importance of social interactions, cognitive dynamics, and technical challenges in remote engagement. This methodology thus provides concrete levers for designing personalized support and improving learner success in digital environments.

The emergence of Generative Artificial Intelligence (GAI) is disrupting traditional training frameworks and prompting a rethink of how language skills are acquired. The use of ChatGPT by university students in the LANSOD (language learners for specialists in other disciplines) sector highlights the tensions between autonomy, innovation, and the need for a renewed pedagogical framework. This research examines the conditions for a critical and contextualized integration of GAI. Based on a methodological triangulation combining interviews, questionnaires, traces of use, and field observations, it aims to understand the processes of AI integration in academic English learning, while analysing the epistemic and pedagogical transformations brought about by its gradual integration into the university system.

The rapid rise of generative artificial intelligence and the pervasive presence of digital technologies underscore the importance of developing students’ information literacy, including their skills in online information searching (OIS). According to Quebec’s Digital Competency Framework, these skills encompass, among other things, the ability to plan an OIS, and to assess the credibility and reliability of the information retrieved. This study aims to provide a portrait of the perceived OIS skills of Quebec Secondary IV and V students, based on data collected from a province-wide survey on digital competency. While the majority of students reported feeling competent in conducting online searches, the observed variability suggests that the group is far from homogeneous. Some students perceived themselves as competent, yet their responses to other survey items were inconsistent with this self-assessment. We suggest that this discrepancy may be partly due to a lack of knowledge about effective search strategies—some students may mistakenly believe their approaches are optimal, despite the existence of more appropriate methods. Overall, the findings highlight the need to continue strengthening students’ training in online information searching.

Abstract

This practice report addresses the shift from teacher-centered instruction to student-centered learning, highlighting how traditional classroom layouts often hinder this pedagogical approach. It details the "FORCES Classroom" project at L’Odyssée-des-Jeunes high school, which transformed a 1970s classroom into a modern environment for the 2024 school year. A key innovation of this initiative was the involvement of interior design vocational students in the conception and realization phases. The report discusses the challenges overcome during this five-year process, offering a reproducible model for other educational settings.

This article presents the ARIA framework, designed to support the critical integration of GenAI in higher education. ARIA combines four pillars (Acceptability, Responsibility, Collective Intelligence, Accessibility) with a methodological cycle (Analyze, Rethink, Integrate, Accompany). The pillars establish four conditions: understanding of tools, traceability of intellectual work, plurality of approaches, and equity of access. The cycle structures the process of collective appropriation. Tested in Belgium and Morocco between January and April 2025, the framework served as a shared vocabulary for naming experienced tensions and organizing reflection within teams. The article presents the architecture of ARIA, illustrates its implementation, and discusses the conditions for its appropriation.

The communities of inquiry dear to Dewey (1916/1990) are experiencing a revival with the advent of digital tools. Thanks to them, participants can interact remotely which, in the field of education, is likely to make them more autonomous. A scientific field is part of this movement: Computer Supported Collaborative Learning (CSCL). It defines the principles inherent in online collaboration, which is expected to benefit students in terms of reorganising their knowledge and discovering new ideas. Their choices tend to favour digital tools or devices that are conducive to the formation of small groups capable of fostering sustained discussions on common topics. Recent Studies have been examined in this regard. The methodologies adopted by the authors are of various types: qualitative and/or quantitative studies, social network analysis. These researches sometimes highlights the limitations inherent in the autonomy available to actors to interact online, hence the importance of teacher guidance to try to overcome this.

The emergence of the generative artificial intelligence (GAI) tool ChatGPT in 2022 marked a turning point in the context of AI developments, but also in the ethical consideration of its use in various contexts, including in education. Since then, various guidelines, recommendations and policies have been developed to guide the acceptable and responsible uses of generative AI, also known as codes of ethics for GAI. Universities have not been immune to these developments and have also joined in the formulation of specific institutional guidelines and policies to recommend and regulate the types of uses of GAI that are acceptable in their higher education contexts. In this discussion article, we raise questions about the importance and usefulness of codes of ethics for GAI in the context of higher education and the challenges they confront in their design, implementation and evaluation. All in all, our purpose is to encourage debate about how to make sure responsible and ethical uses of GAI are done by educators and students, while aligning to their agency and empowerment.